Democratic Citizenship Education for Ubuntu in African Universities

Democratic Citizenship Education for Ubuntu in African Universities

Monica Zembere, Dr. Tinashe Mberi

Bindura University of Science Education. International Relations Expert

DOI: https://dx.doi.org/10.47772/IJRISS.2025.908000171

Received: 14 July 2025; Accepted: 22 July 2025; Published: 02 September 2025

ABSTRACT

This descriptive research explores the demands for freedom and justice by African university students.  Justice, Ubuntu and freedom are principles of Democratic Citizenship Education (DCE).Ubuntu is used in the research as a development theory informing African Education systems. While descriptive methods are used to create and come up with a comprehensive and accurate representation of Ubuntu in the Zimbabwean Universities, and democratic citizenship education (DCE) through systematic data collection and analysis. The findings of the research are that, Zimbabwe as a multicultural society requires Ubuntu to help the country to tolerate and accommodate other cultures and people that are different.  If principles of justice and freedom were observed in Zimbabwe’s universities, the racial and ethnic conflicts that characterised the country after independence in 1980 could not have taken place.  Ubuntu as a democratic philosophy appears to be weakened in Zimbabwe by alarming incidences of electoral and ethnic violence, corruption, dehumanisation, harassment and environmental degradation. The study recommends universities and African societies to embrace Ubuntu philosophy as a guiding philosophy of life to reduce acts of violence, corruption and racial bias.

Keywords: Ubuntu, Democratic Citizenship Education, Justice, Freedom.

INTRODUCTION

Educational institutions in Africa were under the control of respective colonial masters for a long period. During this period of colonisation, democratic citizenship education was heavily curtailed. Political repression, exploitation, exclusion and academic censorship characterised the education system in Zimbabwe. Demands for freedom and justice by university students were ruthlessly crushed by colonial governments. However, by 1995, many African states had succeeded in liberating the continent from the unpopular and much hated colonial oppression. As Waghid (2018) puts it, more and more African states that had attained independence aspired to establish democratic states and in this regard, democratic citizenship education evolved as a new socio-political means to ensure the free and open exercise of a neoliberal market economy that would supposedly enhance the political and economic liberties of African nation states. Today, the concept of democratic citizenship has revolved around the debilitating consequences of political autocracy that violated the demands of Ubuntu. Ubuntu means more than just biological being but connotes ‘the attention one human being gives to another, the kindness, courtesy and friendliness in the relationship between people, a code of behaviour, an attitude to others and to life” (Waghid & Smeyers, 2012). For the purposes of this research, democratic citizenship education (DCE) is used to imply teaching that attunes learners to the democratic processes of government (Strayhorn 2005). In Zimbabwe, the University of Zimbabwe was established in 1957 and for close to six decades, it was controlled by the white colonial masters until 1980 when Zimbabwe attained independence. Implying that from 1957 to 1991, Zimbabwe had only one university with a population of eleven million (Zembere, 2018). The university was mandated to cater for all secondary school leavers who qualified to undertake a university degree (GoZ, 1996).

Methodological and theoretical perspectives

Understanding the methodological and theoretical frameworks is essential for comprehensively examining the integration of Ubuntu into democratic citizenship education in Africa’s higher education.

This research employed a descriptive research method. Descriptive research is usually defined as a type of quantitative research, though qualitative research can also be used for descriptive purposes. In this research paper, descriptive methods are used to create and come up with a comprehensive and accurate representation of Ubuntu in the Zimbabwean Universities, and democratic citizenship education (DCE) through systematic data collection and analysis. This assisted the researchers by providing a thorough description of the ubuntu and university education in Zimbabwe, capturing relevant attributes and features of Ubuntu and democratic citizenship education. Additionally, the issue of pattern identification enabled the researchers to identify trends and patterns that emerge within the Ubuntu philosophy and democratic citizenship education, which then, contributed to deeper insights on the DCE and Ubuntu. We employed observations, case studies, and interviews methods in data collection. These methods helped us to identify trends in Universities on DCE and Ubuntu. This showed that descriptive research is a valuable methodology that enhances understanding of complex issues by providing detailed insights into specific subjects and on this instance was concept of Ubuntu and democratic citizenship education.

The target population consists of students, educators, and administrative staff from three selected Zimbabwean universities, with a sample size of approximately 120 participants T.he sample includes a mix of genders, ages, and academic disciplines to provide a variety of perspectives.

To enhance the study’s relevance, comparative insights from other African nations are incorporated. For instance, insights from Mozambique to examine the role of Ubuntu in community engagement and its impact on citizenship education, how community-based education incorporates Ubuntu principles to foster a sense of belonging and civic responsibility.

A firm grasp of the philosophy

Hunhu or Ubuntu, rooted in the Nguni Bantu languages of Southern Africa, embodies the principle “I am because we are.” This philosophy underscores the importance of interconnectedness, community values, and the significance of relationships in promoting both individual and collective well-being (Tutu, 1999). In the educational context, particularly within African universities, Ubuntu serves as a guiding principle that fosters a more inclusive, participatory, and socially responsible educational environment. Ubuntu is one of various principles of democratic citizenship education. These principles include but not limited to open-mindedness, honest, hard work, mutuality, friendship, fairness compassion, equality of opportunities and tolerance. Any education system should be premised on the above-mentioned principles for it to be regarded as democratic. It must uphold the values of tolerance and mutual respect. This means in a democratic system of education, everyone should be treated equally. This is supported by Callan (1997: 79) who advocates for political account of education that teaches leaners democratic virtues like justice, mutual respect and tolerance so that student can participate freely and competently in a dialogue as equal citizens. On the same note, Dewey (1916:115) maintains that a democratic society (education)is one that “makes provision for participation in its good of all its members on equal terms and which secures flexible readjustment of its institution through interaction of the different forms of associated life” According to Dewey, democracy is only secure when it becomes part of the bone and blood of the people in daily conduct of its life. For Dewey (1916) democracy is more than a government, but is made up of associated living, of conjoint communicated experiences. In this regard, education as a social practice should strive to promote a community in which humans communicate and live life together.

Ubuntu as an instance of Democratic Citizenship Education (DCE) in becoming

This section synthesises Ubuntu philosophy with the emerging conceptualisation of DCE in becoming that has the potentialities required for universities in Africa. We advance an argument that Ubuntu as a philosophy can influence higher education policy formulation and implementation. As stated above, Ubuntu is an African philosophy of life serving as the spiritual foundation of nearly all African societies (Kamwangamulu, 1999: 7). Life on the other hand is not about individuals in Africa. It is about everyone, you, me, and them (Mbiti 1970). The relevance of this philosophy to African universities and the education discourse is that universities should endeavour to foster humane people endowed with Ubuntu norms and values like respect, generosity, accountability, benevolence, compassion and concern for others (Higgs, 2000: 69). For the Nziramasanga Commission of 1999, the absence of a philosophy of education manifests itself in the products of its education system which demonstrates a lack of “moral focus, respect for other people” He calls the people intolerant and corrupt” (Nziramasanga 1999: 350). Nussbaum further qualifies Ubuntu by stating that it cherishes tolerance and that dialogue among people is encouraged. Zimbabwe as a multicultural society requires Ubuntu to help the country to tolerate and accommodate other cultures and people that are different.  Then the racial and ethnic conflicts that characterised the country after independence could not have taken place.  Ubuntu as a democratic philosophy appears to be weakened in Zimbabwe by alarming incidences of electoral and ethnic violence, corruption, dehumanisation, harassment and environmental degradation. Makgoba (1996) argues that there are fundamental values and goals and citizenry must be committed to promoting in order to be called ‘democratic’. These values include equality in participation and of opportunity, transparency, electoral choice, freedom of association and opinion, accountability and autonomy (Makgoba in Penny and Horsthemke, 2004: 4). The fact that people cannot appreciate diversity of thinking and opinion demonstrates that in Zimbabwe values of Ubuntu like respect, dialogue and tolerance are still in becoming and are not yet actualised. The underlying causes of the tribal, ethnic and racial conflicts that Zimbabwe experienced like the Gukurahundi 1980 -1987 and the violence after the Land Reform Programme can be attributed to lack of respect for others and a failure to tolerate other cultures and people that are different. In light of the above, I argue that Ubuntu and DCE share similar features in that the two concepts argue for hospitality, compassion and respect for others (Waghid, 2009:79). I advance an argument that for Zimbabwe, Ubuntu as a philosophy is relevant to solve ethnic problems and foster co-existence in institutions of higher learning, attributes that are in tune with DCE.

As a philosophical perspective, Ubuntu promotes the co-existence of people along the lines of respect for people as well as recognising the peoples’ vulnerabilities and doing something to change people’s situations. Respect as mentioned earlier, is another attribute of Ubuntu that if observed, allows other people to live their lives according to what might be good for them, rather than imposing one’s own understanding of the world on others (Waghid, 2010:110). The tribal and racial clashes that have been going on in countries like Rwanda 1994, the DRC since 1960, Kenya 2008 and in Zimbabwe since 2000, are an indication of a lack of respect for one another and demonstrates that in Africa Ubuntu is not always practised (Waghid, 2010 :110).  The prevalence of social ills in the continent like exploitation, racism, political intolerance indicates that Ubuntu is still in becoming. Moreover, Ubuntu calls for a constructive approach to teaching and learning in Zimbabwe’s universities where students respect difference and embrace team spirit. The way African communities value togetherness/Ujamaa/community calls for cooperative learning and group dynamics in education.

Community engagement is very important to democratic citizenship education, as it encourages students to immerse themselves in societal issues, thereby promoting social transformation. Ubuntu or Hunhu, highlights shared responsibility, and can drive this engagement through initiatives such as, service-learning and participatory governance (Terblanche & Waghid, 2023). In States, such as, Zimbabwe, where civic participation faces challenges, involving Hunhu into educational and schooling practices empowers students to advocate for social transformation. For instance, the Zimbabwean organization youth agenda encourages varsity students to participate in community development programmes and projects. However, drawbacks such as politics and economic instability can hinder an effective engagement. That’s, universities must foster environments that promote active participation for learners at the same time addressing all these predicaments.

Civic Responsibility

On CR, the philosophy nurtures a strong and cemented sense of civic duty, prompting students to recognize their roles within their communities. This responsibility often manifests through advocacy for social justice and participation in democratic processes (Waghid, 2021). For instance, student organizations at the University of Zimbabwe (UZ), have mobilized to address issues such as gender-based violence. However, without safe spaces for students to express their opinions, the implications of Ubuntu may be colossal and dreadful (Waghid et al., 2023). The political ecology in Zimbabwe, which also is characterized by a history of authoritarian governance, further complicates students’ willingness to engage in civic activities, which highlights the necessity for supportive educational frameworks. Another touchstone of Ubuntu is inclusivity. By promoting diverse perspectives and ensuring marginalized voices are heard, universities can create a more equitable educational landscape. This effort requires policies that support underrepresented groups, including women, children and individuals with disabilities (Waghid, 2020). For instance, initiatives at the National University of Science and Technology (NUST) which has to do with girls in sciences, aim to empower female students in STEM fields. However, systemic challenges such as ingrained biases and resource disparities can impede inclusion efforts. So the universities must critically assess their practices to ensure they genuinely reflect Hunhu values and promote equity. This principle (Ubuntu) closely aligns with DCE’s goal of fostering a sense of belonging and shared responsibility. Moyo et al. (2021) argue that recognizing our shared humanity is vital for building inclusive societies. Giving a tangible initiative that’s “Ubuntu Day” at various universities in Africa, celebrate diversity and promote understanding among students, encouraging them to appreciate their interconnectedness. In our presentation on African community above, we stated that in African culture, the community always comes first and the individual is born out of and into the community (Menkiti, 1970).  Members of this community depend on each other and individuals are sensitive to the needs of others. They co-exist as a community, and respect for the community is also vital. These communitarians advance the African philosophy of Ubuntu (humanness) where belonging to a community is not by choice but part of the traditional African life (Le Roux, 2000: 43). Drawing from the above tenets of Ubuntu as an African philosophy, we therefore contend that higher education in Zimbabwe and Africa can respond to ethnic and electoral violence in a positive and tolerant way only if it is guided by Ubuntu.  Universities in Africa are multicultural centres that should be guided by humanness/Ubuntu philosophy. Ubuntu as a philosophy can render students’ needs to function as free human beings in becoming who co-belong (Luthuli, 1997: 4). Students are a community and they must be taught to co-belong to the university community without insisting on their sense of belonging.

The relationship between the teacher and the student should be that of cooperation and harmony because the framework promotes education for community life (Luthuli, 1997: 5). According to Agamben, communality does not have a shared or intersubjective identity. What Agamben accentuates is that Ubuntu can be possible (potentiality) but does not yet exist (actuality). On the same note, Foucault (2009: 88) submits that students that are taught to tolerate others will be freed from a sense of shared belonging. This implies that students have the opportunity to think critically and independently as well as to belong without coercion or being prescribed to. The relevance of Ubuntu to higher education is the philosophy’s understanding that is rooted in community and belonging to a community as a way of life (Mbiti, 1970: 108).The principle of interconnectedness articulate how individual actions effect community as a whole. DCE promotes awareness of world-wide issues, encouraging citizens to engage meaningfully with their environment. Chikoko (2022) notes that grasping relationships fosters a sense of responsibility which is important for active participation in processes of democracy. An example is the Global Citizenship Programme at Makerere University, in Uganda, Kampala which equips students to address local and global challenges collaboratively, reinforcing the interconnectedness of their actions. Ubuntu/Hunhu philosophy on the other hand emphasizes equity, necessitating an examination of systemic inequalities in African universities. Initiatives like Affirmative Action (AA) have provided support, but must be part of broader strategies to address socio-economic barriers (Terblanche & Waghid, 2023). Continuous assessment and community involvement are crucial for ensuring that policies reflect the diverse needs of the student body (Muzanenhamo, 2021).

Collective responsibility

Collective responsibility resonates with the democratic ethos that citizens must collaborate for the common good. We always call for unity among Africans. Before the Imperialism, Africa was one, so there’s need for a borderless continent to allow collective responsibility among Africans. DCE encourages civic participation that benefits the community. To support this perception, Mwenda (2020) asserts that recognizing collective responsibility is vital for addressing social inequalities. Programmes such as, Community Service learning at the University of Ghana clearly review how students engage in projects that benefit their communities, therefore reinforcing their shared duties.

Culture which is the main pillar for prolonged integral transformation plays a vital role in human lives. Ubuntu’s emphasis on cultural identity supports DCE’s goal of fostering appreciation for diversity. Valuing and acknowledging different cultural backgrounds is vital for creating inclusive environments. To support this perception, Mbembe (2023) advocates for recognizing multiple narratives, aligning with DCE’s emphasis on cultural awareness. Events such as Cultural Heritage Celebration at various universities in Africa allow students to showcase their cultures, reinforcing the importance of cultural identity in citizenship education.

Leadership and governance

The Ubuntu vision of servant leadership complements DCE’s focus on ethical governance and civic engagement. It encourages students to become leaders who prioritize community needs, at the same time supporting the idealism perceptive in international relations or in leadership, where morality is the core principle. To support this perception, Adebayo (2024) discusses how Ubuntu principles can inform democratic practices. Initiatives such as student leadership trainings at the University of Cape Town prepare students to lead with integrity and service, essential for fostering trust within democratic systems. Same with the leadership training which the Student Representative Council attended at Sanganai Creek in Banquet, in February 2025, clearly articulate the importance of integrity, discipline in shaping democracy leadership.

Holistic approach

Finally, the holistic approach advocated by Ubuntu aligns with DCE’s aim to develop well-rounded citizens. This involves nurturing cognitive, emotional, and social competencies. Osei et al. (2021) emphasize the importance of holistic education in cultivating responsible citizens. Programs that integrate life skills training and community service at institutions like the University of Namibia exemplify this approach, preparing individuals to engage meaningfully in democratic processes.

Aspects of quality, equity, and access in Zimbabwean Universities

Ubuntu principles can enhance educational quality by fostering collaborative learning environments. However, Zimbabwean universities often face challenges such as overcrowded classrooms and inadequate facilities mostly State Universities (Mugabe, 2020). For instance, the University of Zimbabwe has implemented innovative teaching methods to enhance student engagement, but despite this, significant investment in resources is still required.

Access is a fundamental aspect of Hunhu, emphasizing the need for pathways to educational opportunities. In Zimbabwe, barriers such as financial constraints and geographic isolation impede access (Waghid et al., 2023). Universities can develop outreach programs and flexible learning options to meet the needs of disadvantaged groups. Burkina Faso, in March 2025, announced that all universities student shall be provided money to cater their needs during the university period until getting jobs. This initiative addresses the issues of lack of finance in accessing education. In Zimbabwe, the Open University of Zimbabwe offers distance learning programs designed to reach students in remote areas, but ongoing evaluation of these initiatives is essential for genuine transformation (Mugabe, 2020).

Ubuntu and the concept of democracy

Participatory governance

Ubuntu encourages participatory governance, aligning with democratic ideals that prioritize community involvement. In Zimbabwe, fostering a culture of participatory governance within universities can empower students to engage in decision-making processes (Waghid, 2018). Initiatives such as student councils at institutions like the University of Harare promote democratic participation, but political tensions can inhibit this engagement. Universities must create opportunities for students to express their opinions and contribute to governance (Terblanche & Waghid, 2023).

Social justice

Ubuntu advocates for social justice, promoting fairness and equality. In Zimbabwe, universities must engage with the broader societal context and advocate for policies that support marginalized communities (Waghid et al., 2023). Programs that educate students about social justice issues and encourage participation in community initiatives are vital. However, institutional inertia can pose challenges, necessitating sustained efforts to align educational practices with Ubuntu principles (Waghid, 2020).

Conflict resolution

The Ubuntu philosophy promotes reconciliation and dialogue, essential for effective conflict resolution. In Zimbabwe, universities can serve as mediators by establishing platforms for discussion (Waghid, 2021). For example, conflict resolution workshops at the University of Zimbabwe facilitate dialogue among students from diverse backgrounds, promoting understanding. However, achieving this requires a commitment to open discourse and a readiness to confront challenging issues (Muzanenhamo, 2021).

Ubuntu and technology-enhanced learning

Ubuntu and technology-enhanced learning provide opportunities to integrate communal values into educational practices.

Online platforms can be designed to incorporate collaborative tools that reflect Ubuntu’s emphasis on community. For example, platforms like Moodle at Bindura University of Science Education facilitate group projects where students collaborate on assignments, reflecting shared goals. Studies indicate that such platforms enhance engagement and foster a sense of belonging (Parker et al., 2021).

Digital literacy is crucial for empowering students to navigate online spaces. It enables engagement in civic discussions and access to information about democratic processes. Initiatives like Kenya’s Digital Literacy Program aim to enhance digital skills among students. Research shows that digitally literate students are likelier to engage in civic activities, such as online petitions and social media campaigns advocating for social change (Karanja & Nyangau, 2022).

CONCLUSION

Incorporating the principles of Ubuntu into Democratic Citizenship Education within African universities has the potential to transform the educational landscape significantly. By promoting community engagement, civic responsibility, inclusivity, and equitable access, universities can cultivate informed and responsible citizens dedicated to the common good. However, achieving this vision requires critically examining existing practices and addressing systemic barriers. Through sustained collaboration and effort, African universities can embody the spirit of Ubuntu, contributing to a more democratic and equitable society.

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