Ubuntu in Education. The Narratives of Emotional Intelligence in Education

The word ubuntu is a term that originated in southern Africa amongst the Nguni tribes. It made an official entry into public discourse in South Africa, in 1994, under Nelson Mandela’s government of national unity. It has a variety of interrelated meanings that will be explored in more detail, but si...

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Autores:
Barry, Gwendolyn Claire
Tipo de recurso:
Article of journal
Fecha de publicación:
2022
Institución:
Universidad Católica de Colombia
Repositorio:
RIUCaC - Repositorio U. Católica
Idioma:
eng
OAI Identifier:
oai:repository.ucatolica.edu.co:10983/26959
Acceso en línea:
https://hdl.handle.net/10983/26959
Palabra clave:
INTELIGENCIA EMOCIONAL
Rights
openAccess
License
Derechos Reservados - Universidad Católica de Colombia, 2021
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dc.title.spa.fl_str_mv Ubuntu in Education. The Narratives of Emotional Intelligence in Education
title Ubuntu in Education. The Narratives of Emotional Intelligence in Education
spellingShingle Ubuntu in Education. The Narratives of Emotional Intelligence in Education
INTELIGENCIA EMOCIONAL
title_short Ubuntu in Education. The Narratives of Emotional Intelligence in Education
title_full Ubuntu in Education. The Narratives of Emotional Intelligence in Education
title_fullStr Ubuntu in Education. The Narratives of Emotional Intelligence in Education
title_full_unstemmed Ubuntu in Education. The Narratives of Emotional Intelligence in Education
title_sort Ubuntu in Education. The Narratives of Emotional Intelligence in Education
dc.creator.fl_str_mv Barry, Gwendolyn Claire
dc.contributor.author.none.fl_str_mv Barry, Gwendolyn Claire
dc.subject.proposal.spa.fl_str_mv INTELIGENCIA EMOCIONAL
topic INTELIGENCIA EMOCIONAL
description The word ubuntu is a term that originated in southern Africa amongst the Nguni tribes. It made an official entry into public discourse in South Africa, in 1994, under Nelson Mandela’s government of national unity. It has a variety of interrelated meanings that will be explored in more detail, but since this talk is about ubuntu in education, I will begin with the definition of ubuntu that I learnt at school: A person is a person though other people.
publishDate 2022
dc.date.accessioned.none.fl_str_mv 2022-01-20T16:44:10Z
dc.date.available.none.fl_str_mv 2022-01-20T16:44:10Z
dc.date.issued.none.fl_str_mv 2022
dc.type.spa.fl_str_mv Artículo de revista
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dc.identifier.citation.none.fl_str_mv Barry, G. C. (2021). Ubuntu in Education. The Narratives of Emotional Intelligence in Education. En Díaz-Soto, V. M., Sefotho, M. M., Montero-A., J., Alarcón-Barbosa, L. A., Corzo-Morales, M., Galeano-Camacho, E. G., . . . Shezi, M. D. (2021). Cuidado mutuo: corporeidad, cultivo de sí y ética del cuidado. Foro por la vida XI. (Díaz-Soto, V, M. & Montejo-Ángel, F. A. Recopiladores). (pp. 57-73). Bogotá: Editorial Universidad Católica de Colombia.
dc.identifier.issn.none.fl_str_mv 2539-0392 (impreso)
E-ISSN: 2538-9777
dc.identifier.uri.none.fl_str_mv https://hdl.handle.net/10983/26959
identifier_str_mv Barry, G. C. (2021). Ubuntu in Education. The Narratives of Emotional Intelligence in Education. En Díaz-Soto, V. M., Sefotho, M. M., Montero-A., J., Alarcón-Barbosa, L. A., Corzo-Morales, M., Galeano-Camacho, E. G., . . . Shezi, M. D. (2021). Cuidado mutuo: corporeidad, cultivo de sí y ética del cuidado. Foro por la vida XI. (Díaz-Soto, V, M. & Montejo-Ángel, F. A. Recopiladores). (pp. 57-73). Bogotá: Editorial Universidad Católica de Colombia.
2539-0392 (impreso)
E-ISSN: 2538-9777
url https://hdl.handle.net/10983/26959
dc.language.iso.spa.fl_str_mv eng
language eng
dc.relation.citationedition.spa.fl_str_mv 1a ed.
dc.relation.citationendpage.spa.fl_str_mv 73
dc.relation.citationstartpage.spa.fl_str_mv 57
dc.relation.citationvolume.spa.fl_str_mv 5
dc.relation.ispartof.none.fl_str_mv Díaz-Soto, V. M., Sefotho, M. M., Montero-A., J., Alarcón-Barbosa, L. A., Corzo-Morales, M., Galeano-Camacho, E. G., . . . Shezi, M. D. (2021). Cuidado mutuo: corporeidad, cultivo de sí y ética del cuidado. Foro por la vida XI, 103 p. (Díaz-Soto, V, M. & Montejo-Ángel, F. A. Recopiladores) Bogotá: Editorial Universidad Católica de Colombia.
dc.relation.ispartofjournal.spa.fl_str_mv Cuidado mutuo: corporeidad, cultivo de sí y ética del cuidado. Foro por la vida XI
dc.relation.references.spa.fl_str_mv Akkerman, S., & Meijer, P. (2010). A dialogical Approach to Conceptualising Teacher Identity. Teaching and Teacher Education, 27, 308-319.
Al-Bargi, A., & Shah, S. (2013). Research Paradigms: Researcher’s Worldviews, Theoretical Frameworks and Study Designs. Arab World English Journal, 4(4), 252-264.
Anderson, G., & Dumas, M. (2014). Qualitative research as policy knowledge: Framing policy problems and transforming education from the ground up. Education Policy Analysis Archives. Special Issue, 22(11), 1-20.
Bauer, C., & Troesch, L. M. (2017). Second career teachers: Job Satisfaction, Job Stress, and the Role of Self-efficacy. Teaching and Teacher Education, 67(1), 389-398.
Beijaard, D., Brekelmans, M., Claessens, L., den Brok, P., & van der Want, A. (2019). The relation between teachers’ interpersonal role identity and their self-efficacy, burnout and work engagement. Professional Development in Education, 45(3), 488-504.
Binti Abdullah, H., Binti Ahmed, N., Krauss, S., & Nasheeda, A. (2019). Transforming Transcripts Into Stories: A Multimethod Approach to Narrative Analysis. International Journal of Qualitative Methods, 18, 1-9.
Cabello, R., Fernandez-Berrocal, P., Gutierrez-Cobo, M., & Rodriguez-Corrales, J. (2017). Teachers’ Affective Well-being and Teaching Experience: The Protective Role of Perceived Emotional Intelligence. Frontiers in Psychology, 8, 2227, 1-8.
Chambers, D. (2002). The Real World and the Classroom: Second-Career Teachers. The Clearing House, 75(4), 212-217.
Coldron, J., & Smith, R. (1999). Active Location in Teachers’ Construction of their Professional Identities. Curriculum Studies, 31(6), 711-726.
Coulter, C., & Smith, M. (2009). The Construction Zone: Literary Elements in Narrative Research. Educational Researcher, 38(8), 577-590.
Czerniawski, G. (2011). Emerging Teachers- Emerging Identities: Trust and Accountability in the Construction of Newly Qualified Teachers in Norway, Germany and England. European Journal of Teacher Education, 34(4), 431-447.
Daszko, M., & Sheinberg, S. (2005). Theory of Transformation. Survival is optional: Only leaders with new knowledge can lead the transformation, 408, 1-12.
Desmond Tutu Peace Foundation. (2015). Mission and Philosophy. Retrieved on September, 10,2020 from http://www.tutufoundationusa.org/ desmond-tutu-peace-foundation
Department of Education. (2001). Manifesto on values, education and democracy. Pretoria: Department of Education.
Etherington, M. (2011). A Study of the Perceptions and Worldviews of Mature Age Pre-Service Teachers Aged Between 31 and 53. Journal of Adult Development, 18, 37-49.
Fried, L. (2011). Teaching Teachers about Emotional Regulation in the Classroom. Australian Journal of Teacher Education, 36(3), 1-11.
Ghanizadeh, A., & Royaei, N. (2015). Emotional facet of language teaching: emotion regulation and emotional labour strategies as predictors of teacher burnout. International Journal of Pedagogies and Learning, 10(2), 139-150.
Gao, X., & Trent, J. (2009). At least I’m the type of teacher I want to be: Second Career English language teachers’ identity formation in Hong Kong secondary schools. Asia- Pacific Journal of Teacher Education, 37(3), 253-270.
Hilmi, M. (2019) Second Career Teachers: Reasons for Career Change and Adaptation. Cukurova Universitesi Egitim Fakultesi Dergisi, 48(1), 207-235.
Kuipers, W. (2005). Phenomenology of embodied implicit and narrative knowing. Journal of knowledge Management, 9(6), 114-133.
Li, M., Mao, Y., Perez-Diaz, P., & Petredes, K. (2018). A Multilevel Model of Teachers’ Job Performance: Understanding the effects of trait emotional intelligence, job satisfaction, and organisational trust. Frontiers in Psychology, 9, 2420, 1-13.
Letseka, M. (2011). In Defence of Ubuntu. Sud Philos Educ. Springer Open Access, 31, 47-60.
McNinch, J. (2007). Queering Seduction: Eros and the erotic in the construction of gay teacher identity. The Journal of Men’s Studies, 15(2), 197-215.
Obama, B. (2013). Barack Obama’s address at Nelson Mandela’s memorial service- in full. The Guardian. Retrieved from https://theguardian.com
Pitsoe, V. (2013). Teacher Attrition in South Africa: Trends, Challenges and Prospects. Journal of Social Sciences, 36(3), 309-318.
Robb, C (2017). Ubuntu: I am because you are. The foreign philosophy we need to explore now more than ever. Thrive Global. Retrieved from https:// thriveglobal.com
Sefotho, M.M. (2019). Philosophical and Sociological Foundations of Adult Learning. In A. Arko-Achemfuor, K. P. Quan-Baffour, & D. Addae. Adult, Continuing and Lifelong Education and Development in Africa. (pp. 25-37). Nova Science Publishers.
Sibanda, G. (2015). Motivations, Perceptions and Aspirations concerning Teaching as a Career in South Africa- The Story of University Student Teachers. Journal of Global Intelligence and Policy, 8(4), 79-102.
Singer, J. A. (2004). Narrative identity and meaning making across the adult lifespan: An introduction. Journal of personality, 72(3), 437-460.
Struyven, K., & Vanthournout, G. (2014). Teacher’s exit decisions: An investigation into the reasons why newly qualified teachers fail to enter the teaching profession or why those who do enter do not continue teaching. Teaching and Teacher Education, 43, 37-45.
Tateo, L. (2012). What do you mean by” teacher”? psychological research on teacher professional identity. Psicologia & Sociedade, 24(2), 344-353.
Tuluhan, S., & Yalcinkaya, M. (2018). The effect of communication skills training program, on teachers’ communication skills. Emotional intelligence and loneliness levels. Revista De Cercetare si Interventie Sociala, 62, 151- 168.
Waghid, Y., & Smeyers, P. (2012). Reconsidering Ubuntu: On the educational potential of a particular ethic of care. Educational Philosophy and Theory, 44, 6-20.
Wiles, F. (2013). Not Easily Put Into a Box: Constructing Professional Identity. Social Work Education, 32(7), 854-866.
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spelling Barry, Gwendolyn Claire5c5fc79f-20ba-4275-bc46-2949ddac1803-12022-01-20T16:44:10Z2022-01-20T16:44:10Z2022The word ubuntu is a term that originated in southern Africa amongst the Nguni tribes. It made an official entry into public discourse in South Africa, in 1994, under Nelson Mandela’s government of national unity. It has a variety of interrelated meanings that will be explored in more detail, but since this talk is about ubuntu in education, I will begin with the definition of ubuntu that I learnt at school: A person is a person though other people.1a ed.17 páginasapplication/pdfBarry, G. C. (2021). Ubuntu in Education. The Narratives of Emotional Intelligence in Education. En Díaz-Soto, V. M., Sefotho, M. M., Montero-A., J., Alarcón-Barbosa, L. A., Corzo-Morales, M., Galeano-Camacho, E. G., . . . Shezi, M. D. (2021). Cuidado mutuo: corporeidad, cultivo de sí y ética del cuidado. Foro por la vida XI. (Díaz-Soto, V, M. & Montejo-Ángel, F. A. Recopiladores). (pp. 57-73). Bogotá: Editorial Universidad Católica de Colombia.2539-0392 (impreso)E-ISSN: 2538-9777https://hdl.handle.net/10983/26959engEditorial Universidad Católica de ColombiaBogotá1a ed.73575Díaz-Soto, V. M., Sefotho, M. M., Montero-A., J., Alarcón-Barbosa, L. A., Corzo-Morales, M., Galeano-Camacho, E. G., . . . Shezi, M. D. (2021). Cuidado mutuo: corporeidad, cultivo de sí y ética del cuidado. Foro por la vida XI, 103 p. (Díaz-Soto, V, M. & Montejo-Ángel, F. A. Recopiladores) Bogotá: Editorial Universidad Católica de Colombia.Cuidado mutuo: corporeidad, cultivo de sí y ética del cuidado. Foro por la vida XIAkkerman, S., & Meijer, P. (2010). A dialogical Approach to Conceptualising Teacher Identity. Teaching and Teacher Education, 27, 308-319.Al-Bargi, A., & Shah, S. (2013). Research Paradigms: Researcher’s Worldviews, Theoretical Frameworks and Study Designs. Arab World English Journal, 4(4), 252-264.Anderson, G., & Dumas, M. (2014). Qualitative research as policy knowledge: Framing policy problems and transforming education from the ground up. Education Policy Analysis Archives. Special Issue, 22(11), 1-20.Bauer, C., & Troesch, L. M. (2017). Second career teachers: Job Satisfaction, Job Stress, and the Role of Self-efficacy. Teaching and Teacher Education, 67(1), 389-398.Beijaard, D., Brekelmans, M., Claessens, L., den Brok, P., & van der Want, A. (2019). The relation between teachers’ interpersonal role identity and their self-efficacy, burnout and work engagement. Professional Development in Education, 45(3), 488-504.Binti Abdullah, H., Binti Ahmed, N., Krauss, S., & Nasheeda, A. (2019). Transforming Transcripts Into Stories: A Multimethod Approach to Narrative Analysis. International Journal of Qualitative Methods, 18, 1-9.Cabello, R., Fernandez-Berrocal, P., Gutierrez-Cobo, M., & Rodriguez-Corrales, J. (2017). Teachers’ Affective Well-being and Teaching Experience: The Protective Role of Perceived Emotional Intelligence. Frontiers in Psychology, 8, 2227, 1-8.Chambers, D. (2002). The Real World and the Classroom: Second-Career Teachers. The Clearing House, 75(4), 212-217.Coldron, J., & Smith, R. (1999). Active Location in Teachers’ Construction of their Professional Identities. Curriculum Studies, 31(6), 711-726.Coulter, C., & Smith, M. (2009). The Construction Zone: Literary Elements in Narrative Research. Educational Researcher, 38(8), 577-590.Czerniawski, G. (2011). Emerging Teachers- Emerging Identities: Trust and Accountability in the Construction of Newly Qualified Teachers in Norway, Germany and England. European Journal of Teacher Education, 34(4), 431-447.Daszko, M., & Sheinberg, S. (2005). Theory of Transformation. Survival is optional: Only leaders with new knowledge can lead the transformation, 408, 1-12.Desmond Tutu Peace Foundation. (2015). Mission and Philosophy. Retrieved on September, 10,2020 from http://www.tutufoundationusa.org/ desmond-tutu-peace-foundationDepartment of Education. (2001). Manifesto on values, education and democracy. Pretoria: Department of Education.Etherington, M. (2011). A Study of the Perceptions and Worldviews of Mature Age Pre-Service Teachers Aged Between 31 and 53. Journal of Adult Development, 18, 37-49.Fried, L. (2011). Teaching Teachers about Emotional Regulation in the Classroom. Australian Journal of Teacher Education, 36(3), 1-11.Ghanizadeh, A., & Royaei, N. (2015). Emotional facet of language teaching: emotion regulation and emotional labour strategies as predictors of teacher burnout. International Journal of Pedagogies and Learning, 10(2), 139-150.Gao, X., & Trent, J. (2009). At least I’m the type of teacher I want to be: Second Career English language teachers’ identity formation in Hong Kong secondary schools. Asia- Pacific Journal of Teacher Education, 37(3), 253-270.Hilmi, M. (2019) Second Career Teachers: Reasons for Career Change and Adaptation. Cukurova Universitesi Egitim Fakultesi Dergisi, 48(1), 207-235.Kuipers, W. (2005). Phenomenology of embodied implicit and narrative knowing. Journal of knowledge Management, 9(6), 114-133.Li, M., Mao, Y., Perez-Diaz, P., & Petredes, K. (2018). A Multilevel Model of Teachers’ Job Performance: Understanding the effects of trait emotional intelligence, job satisfaction, and organisational trust. Frontiers in Psychology, 9, 2420, 1-13.Letseka, M. (2011). In Defence of Ubuntu. Sud Philos Educ. Springer Open Access, 31, 47-60.McNinch, J. (2007). Queering Seduction: Eros and the erotic in the construction of gay teacher identity. The Journal of Men’s Studies, 15(2), 197-215.Obama, B. (2013). Barack Obama’s address at Nelson Mandela’s memorial service- in full. The Guardian. Retrieved from https://theguardian.comPitsoe, V. (2013). Teacher Attrition in South Africa: Trends, Challenges and Prospects. Journal of Social Sciences, 36(3), 309-318.Robb, C (2017). Ubuntu: I am because you are. The foreign philosophy we need to explore now more than ever. Thrive Global. Retrieved from https:// thriveglobal.comSefotho, M.M. (2019). Philosophical and Sociological Foundations of Adult Learning. In A. Arko-Achemfuor, K. P. Quan-Baffour, & D. Addae. Adult, Continuing and Lifelong Education and Development in Africa. (pp. 25-37). Nova Science Publishers.Sibanda, G. (2015). Motivations, Perceptions and Aspirations concerning Teaching as a Career in South Africa- The Story of University Student Teachers. Journal of Global Intelligence and Policy, 8(4), 79-102.Singer, J. A. (2004). Narrative identity and meaning making across the adult lifespan: An introduction. Journal of personality, 72(3), 437-460.Struyven, K., & Vanthournout, G. (2014). Teacher’s exit decisions: An investigation into the reasons why newly qualified teachers fail to enter the teaching profession or why those who do enter do not continue teaching. Teaching and Teacher Education, 43, 37-45.Tateo, L. (2012). What do you mean by” teacher”? psychological research on teacher professional identity. Psicologia & Sociedade, 24(2), 344-353.Tuluhan, S., & Yalcinkaya, M. (2018). The effect of communication skills training program, on teachers’ communication skills. Emotional intelligence and loneliness levels. Revista De Cercetare si Interventie Sociala, 62, 151- 168.Waghid, Y., & Smeyers, P. (2012). Reconsidering Ubuntu: On the educational potential of a particular ethic of care. Educational Philosophy and Theory, 44, 6-20.Wiles, F. (2013). Not Easily Put Into a Box: Constructing Professional Identity. Social Work Education, 32(7), 854-866.Derechos Reservados - Universidad Católica de Colombia, 2021info:eu-repo/semantics/openAccessAtribución-CompartirIgual 4.0 Internacional (CC BY-SA 4.0)https://creativecommons.org/licenses/by-sa/4.0/http://purl.org/coar/access_right/c_abf2Link publicacionesINTELIGENCIA EMOCIONALUbuntu in Education. The Narratives of Emotional Intelligence in EducationArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTOTRinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85PublicationORIGINALXI Foro por la vida. articulo 5.pdfXI Foro por la vida. articulo 5.pdfUbuntu in Education. 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