Ubuntu Paradigm for Afrocentric Research in Indigenous Knowledge Systems: Supporting School Transitions for Learners with Down Syndrome

Abstract

This study interrogates how Ubuntu philosophy and Indigenous Knowledge Systems (IKS) can reconfigure inclusive education for learners with Down Syndrome during early school transitions in South Africa. Despite progressive policy commitments, systemic barriers, limited teacher preparedness, and fragile home-school collaboration continue to undermine equitable transitions. Employing a qualitative case study design, data was generated through semi-structured and narrative interviews with parents, teachers, and school support teams, triangulated with policy and institutional documents. Thematic analysis illuminated four critical dimensions: Ubuntu values of care, patience, and shared responsibility as relational anchors of transition; IKS-informed pedagogies of demonstration, play, and embodied learning as culturally congruent enablers of engagement; systemic constraints that delimit institutional readiness; and family-school collaboration as a decisive factor in learner adjustment. Advancing an Afrocentric relational framework, this study contributes to international scholarship in school psychology. It foregrounds culturally responsive, evidence-informed practices that align policy intent with lived realities. The findings extend global debates on multicultural perspectives, social justice, and equity in education. They offer actionable insights for school psychologists, educators, and policymakers seeking to strengthen transition processes for neurodiverse learners across diverse perspectives.