Scholarlink

<p>The debate over whether higher education is a public or private good is primarily shaped by Western epistemologies and neoliberal paradigms, which commodifies&#xa0;education. This framing neglects relational and communal perspectives, such as <i>Ubuntu</i> philosophy, which views education as an interconnected process fostering individual and societal flourishing. This paper explores how <i>Ubuntu</i> philosophy dissolves the public–private dichotomy by offering an integrated vision of higher education that supports personal aspirations while serving the broader social good. Using Zimbabwe as a case, referencing other Southern African contexts, the paper examines how neoliberal agendas have influenced postcolonial higher education policies. While acknowledging critiques of <i>Ubuntu</i>, particularly concerns about social conformity and individual autonomy, the paper argues that a well-theorised <i>Ubuntu</i>-based approach can create a more equitable higher education system. Instead of merely incorporating indigenous knowledge into exclusionary structures, <i>Ubuntu</i> philosophy reimagines the foundations of knowledge production, governance, and access. The paper concludes with policy recommendations for integrating <i>Ubuntu</i>-based principles in higher education, such as participatory governance, shared responsibility funding models, and broader success metrics beyond economic outcomes. The paper contributes to global debates on inclusive, equitable, and sustainable higher education.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Resolving the public–private good binary in higher education using Ubuntu philosophy

  • 期刊论文

  • 发表日期：

    2025年4月28日

查看全文
  • Oliver Mutanga

摘要

The debate over whether higher education is a public or private good is primarily shaped by Western epistemologies and neoliberal paradigms, which commodifies education. This framing neglects relational and communal perspectives, such as Ubuntu philosophy, which views education as an interconnected process fostering individual and societal flourishing. This paper explores how Ubuntu philosophy dissolves the public–private dichotomy by offering an integrated vision of higher education that supports personal aspirations while serving the broader social good. Using Zimbabwe as a case, referencing other Southern African contexts, the paper examines how neoliberal agendas have influenced postcolonial higher education policies. While acknowledging critiques of Ubuntu, particularly concerns about social conformity and individual autonomy, the paper argues that a well-theorised Ubuntu-based approach can create a more equitable higher education system. Instead of merely incorporating indigenous knowledge into exclusionary structures, Ubuntu philosophy reimagines the foundations of knowledge production, governance, and access. The paper concludes with policy recommendations for integrating Ubuntu-based principles in higher education, such as participatory governance, shared responsibility funding models, and broader success metrics beyond economic outcomes. The paper contributes to global debates on inclusive, equitable, and sustainable higher education.