Open Journal of Philosophy

Open Journal of Philosophy

ISSN Print: 2163-9434
ISSN Online: 2163-9442
www.scirp.org/journal/ojpp
E-mail: ojpp@scirp.org
"Educating for Ubuntu/Botho: Lessons from Basotho Indigenous Education"
written by Moeketsi Letseka,
published by Open Journal of Philosophy, Vol.3 No.2, 2013
has been cited by the following article(s):
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[4] Tatodi among the Bangwaketse
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[12] Together We Are Stronger: Building an Indigenous Psychology Theory from Case Studies
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[13] Being a Good Neighbour: The Interdependent Culturally Salient Beliefs and Practices of Flocking
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[14] Flocking: The First Light of the Baboon on the Back of a Motorcycle
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[15] Flocking Together: An Indigenous Psychology Theory of Resilience in Southern Africa
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[16] When You Live, You Live with Others: The Culturally Salient Relational Dimensions of Flocking
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[17] Using Mobile-based Social Media to Facilitate Interaction and Build Communities through the lens of Ubuntu in Distance Education
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[18] Core aspects of ubuntu: A systematic review
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[19] Adopting a relational leadership as a strategy for empowering teacher counsellors: a pathway to promoting learners' well-being and empowerment
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[20] A sociolinguistic exploration of the pedagogical value of children's oral art forms on a kaleidoscopic cultural terrain: a case of Shona
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[21] Ubuntu-a soteriological ethic for an effaced umntu in a post 1994 South Africa: a black theology of liberation perspective
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[22] Influence of socio-cultural practices amongst the Venda speaking people towards the disclosure of child sexual abuse
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[23] Gathering Under the Mopani Tree: An Indigenous Psychology Theory of an Interdependent Resilience Pathway
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[24] The Lesotho General Certificate of Secondary Education (2013): teachers' readiness for implementation
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[25] INFORMATION MANAGEMENT IN PHYSICIAN-PATIENT INTERACTIONS: TOWARDS A NEW APPROACH
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[26] Problematizing Democratic Citizenship in South African Secondary Schools
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[27] Using Mobile-Based Social Media to Facilitate Interaction and Build Communities through the Lens of Ubuntu in Distance Education.
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[28] PATRIACHY AND UBUNTU PHILOSPHY: THE VIEWS OF COMMUNITY ELDERS IN THE EASTERN CAPE PROVINCE
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[29] Indigenous African philosophy of Ubuntu as a foundation for a conducive environment for culturally responsive teaching and learning in South Africa
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[30] Wellbeing as Positive Outcome of a Social Connectedness Pathway to Resilience: An Indigenous Psychology Perspective
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[31] Ubuntu as care: Deconstructing the gendered Ubuntu
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[32] Towards an Alternative Approach to Education Partnerships in Africa: Ubuntu, the Confluence and the Post-2015 Agenda
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[33] WHO guidelines challenged in Botswana: traditional medicine between healing, politics and witchcraft
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[34] Introduction: Re-visioning Education in Africa—Ubuntu-Inspired Education for Humanity
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[35] AfroSymbiocity as a Psychology of Conflict and Conflict Resolution in Africa
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[36] A Review of You Can't Teach Us If You Don't Know Us and Care About Us: Becoming an Ubuntu, Responsive and Responsible Urban Teacher
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[37] Youth workers' role as contributors to social cohesion and nation building
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[38] Ubuntu considered in light of exclusion of people with disabilities
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[39] Using indigenous games and knowledge to decolonise the school curriculum: Ubuntu perspectives
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[40] Life orientations implications on the development of altruistic behaviour in school going adolescents
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[41] Intersectoral collaboration for consolidating support for learners displaying inappropriate behaviour
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[42] Embracing Ubuntu in managing effective classrooms
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[43] Disability and armed conflict: A quest for Africanising disability in Uganda
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[44] Age‐old care and support practices in Southern Africa functioning robustly as sophisticated social technology interventions
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[45] Is it the end or just the beginning of ubuntu? Response to Matolino and Kwindingwi in view of Metz's rebuttal
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[46] Towards an African education research methodology: decolonising new knowledge
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[47] Leadership challenges to the Episcopacy in the Anglican Diocese of Harare in Post-Independent Zimbabwe: a pastoral theological perspective (1980-2013)
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[48] Opportunities for emancipation and transformation through community-centred indigenous knowledge systems (IKS) research
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[49] Contextualised Inclusive Education: A Retrospective Look at Technical and Vocational Education and Training (TVET) in Botswana
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[50] The amalgamation of traditional African values and liberal democratic values in South Africa: implications for conceptions of education
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[51] Insights from traditional initiation teachers (Basuwe) on the influence of male traditional initiation (lebollo) on the behaviour of schoolboys
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[52] The challenge of personal and universal rights when dealing with pregnancy due to rape in rural KwaZulu-Natal
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[53] Contextualised Inclusive Education: A Retrospective Look at Technical and Vocational Education and Training (TVET) in Botswana.
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[54] African Youth Cultures in a Globalized World: Challenges, Agency and Resistance
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[55] Stories of hope: a community endeavor to promote college access with rural youths in Benue state of Nigeria
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[56] Exploring Teenage Orphans' Survival Strategies into Adulthood in Gwanda Community: A Wellness Perspective
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[57] Transcending GIPA: towards an Ubuntu framework for mainstreaming participation of South African people living with HIV (PLHIV) in social change communication for …
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[58] Indigenous pathways to adaptive coping in rural communities
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[59] Education, disability and armed conflict: A theory of Africanising education in Uganda
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[60] Ubuntu and Justice as Fairness
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[61] Did Philosophy Originate in Greece? An Africanist Response
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[62] Indigenous knowledge and school science: Possibilities for integration
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[63] Anchoring Ubuntu Morality
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[66] Conflict between personal and universal rights when dealing with a pregnancy through rape case in rural KwaZulu-Natal
[67] SUPPORTING OPEN DISTANCE LEARNING (ODL) STUDENTS THROUGH UBUNTU VALUES
[68] PERSPECTIVES ON ODL: TEACHING AND LEARNING THROUGH UBUNTU
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