Ubuntu philosophy as a framework for Disability-inclusive Education in South Africa and Zimbabwe

This chapter, situated within decoloniality discourse, critically evaluates the conceptualisation and implementation of inclusive education in postcolonial nations such as South Africa and Zimbabwe. Recognising the distinctive cultural, historical, and social contexts of these countries, the chapter posits the Ubuntu philosophy as an alternative, inherently inclusive paradigm for disability-inclusive education. It employs key Ubuntu tenets—public deliberation, inclusivity, and respect—to scrutinise the current state of disability-inclusive education in both nations, emphasising the need for context-specific, collaborative, and culturally sensitive strategies. The chapter highlights the importance of fostering collaboration among stakeholders, leveraging technological advancements, and conducting longitudinal research to ensure the sustained efficacy of inclusive education practices. While acknowledging the potential limitations and areas for improvement, the chapter ultimately underscores the potential of the Ubuntu philosophy in contributing to the development of socially equitable and adaptive disability-inclusive education systems, effectively catering to the unique needs of students with disabilities in postcolonial settings.