An African Perspective of a Curriculum for Learners Experiencing Barriers to Learning

Abstract

The education system in Africa has its contradictions and complexities, all of which hinder the successful implementation of inclusive education. Learners with disabilities in Africa have suffered widespread violations of their rights. Inclusive education for learners with learning barriers should be acknowledged in an African context. The lens of ubuntu provides an unconventional knowledge system which places the needs of the child at the centre of its focus. Ubuntu philosophy, as one of many African epistemologies, is useful in studying African experiences. Despite the various interventions that have been in place to undo the barriers to inclusive education, there is still a dearth of research in finding solutions to improve the quality of inclusive education. The values of ubuntu may ensure equal access to education. The incorporation of the values of ubuntu into the curriculum that may inspire learners to act according to social accepted norms and values. African governments should consider African epistemologies as tools to address learning barriers.