Ubuntu-Informed Approaches to Managing Learner Disruptive Behaviour in Rural South African Classrooms: Integrating African Indigenous Knowledge Systems

Abstract

Learner Disruptive Behaviour (LDB) during lessons is a huge challenge that negatively impacts lesson delivery, instructional effectiveness and academic achievement worldwide. It is also a threat to the psychological and emotional well-being of learners and teachers. Previous studies focused on traditional methods based on behaviouristic and cognitivist strategies to manage LDB. There is a paucity of research on how LDB can be managed through approaches based on the sociocultural practices of the participants. Therefore, this study examines how LDB can be managed within the sociocultural contexts of participants in the Intermediate Phase (Grades 4-6) in rural South Africa. The theoretical framework used to gain an understanding of how LDB can be minimised was the Ubuntu philosophy and the African Indigenous Knowledge System (Ubuntu-IKS framework). A phenomenological research design was used to conduct a qualitative study. The study population consisted of all learners and teachers in rural schools within the Vhembe East District, Limpopo Province, South Africa. Nineteen participants, comprising twelve teachers and seven learners, were conveniently sampled for the study. Triangulation was achieved in data collection through the use of semi-structured interviews, document analysis, and participant observation, thereby enhancing the trustworthiness of the findings. Thematic data analysis was performed following Braun and Clarke’s six-stage approach: familiarisation with the data, initial code generation, identifying themes, theme review, defining and naming themes, and report writing. The study’s findings indicate that modern Western approaches to managing disruptive behaviour in classes are inadequate to curb LDB, and Indigenous Knowledge Systems, based on the Ubuntu philosophy, have a role in improving teachers' classroom management skills. The study’s findings have implications for practice, initial teacher preparation and policy. It is, therefore, recommended that practising teachers integrate African IKS and Ubuntu in class management, and the Department of Basic Education provides professional development in class management through Ubuntu.