The Connotations of Semoshoeshoe in Education for Peacebuilding: A Plea for Restoring a Culture of Peace through Education in Lesotho
DOI:
https://doi.org/10.47941/ijcm.2003Keywords:
Semoshoeshoe, Connotations, Education for Peace-Building, Indigenous Resource, Restoring, Culture of PeaceAbstract
Purpose: The purpose of this theoretical study is to argue for the application of SeMoshoeshoe as an African philosophy for educating for peace. We support UNESCO (2020) and UNICEF (2016) advocacy that education is the only tool that can transform the world that is experiencing a surge of violence and the disruption of peaceful human co-existence. In Particular, in this study we contribute knowledge essential for transforming escalating acts of violence in Lesotho and other countries with similar contexts. Research has attested that violence is surging in the Lesotho, placing the country in the sixth highest murder rate in the world (UNDP, 2021).
Methodology: Guided by the Indigenous Wholistic theory (IWT), this study adopted a semi-systematic review of literature as a research methodology to argue for SeMoshoeshoe as indigenous resource for Education for Peacebuilding (EP). The study sought to answer; what call for Education for peacebuilding in Lesotho? What are the connotations of SeMoshoeshoe in education for peacebuilding? The content analysis method was used to analyse data.
Findings: The findings which yielded that the escalating acts of violence and moral decay in the country call for education for peacebuilding. The study also found that the principles of SeMoshoeshoe are essential resources for educating for a culture of peace.
Unique contribution to Theory, Policy and Practice: The study concludes and recommends that SeMoshoeshoe is a valuable indigenous resource for restoring a culture a peace, and should be adopted as a cultural resource for the development of policy for educating for peace in the country.
Downloads
References
Absolon, K. Indigenoues Wholistic Theory: A Knowledge set for Practice. First Peoples Child & Family Review, 5(2), 74-87
Bengtsson, M. (2016). How to plan and perform a qualitative study using content analysis. NursingPlus Open 2, http://dx.doi.org/10.1016/j.npls.2016.01.001
Castro, L.R. & Galace, J. N. (2010). Peace Education: A pathway to a culture of peace. Center for Peace Education, Marriam College, Quezon City, Philippines
Center for Global Nonkilling. (2019). Conscience and Peace Tax International, Rights to Life and Peace Related Human Rights Issues, Universal Periodical Review, Third Cycle. www.nonkilling.org
Illongo, F. N. (2021). King Moshoeshoe’s Autotelic Personality and Leadership Style- A conflict Resolution Model in a World in Flux. International Journal of Research in Humanities and Social Studies, 8(14). https://doi.org/10.22259/2694-6296.0804003
Institute for Economics & Peace. Positive Peace 2018: Analysing the factors that Sustain peace, Sydney, October 2018. Available from: http://visionofhumanity.org/reports accessed 30 September 2022
Jo-Anne, V. H. & Sefotho, M. M. (2023). Incivility: An Antithesis of Both/Ubuntu in Professional Nursing Education, Gender and Behaviour 21(1)
Letseka, M. (2013). Educating for Ubuntu/Botho: Lessons from Basotho Indigenous Education. Open Journal of Philosophy, 3(2), 337-344
Mahlatsi, M. (2020). Ethics-of-Botho, www.reachpublishers.org
Mashologu, N. (2015). A Plea for Peace and Prosperity. Printed by Morija Printing Works, Maseru
Matsela, Z. A. (1979) The Indigenous education of the Basotho and implications for educational development in Lesotho. Unpublished Ed.D Thesis, Boston, MA: University of Massachusetts
Mofuoa, K. V. (2015). The Exemplary Ethical Leadership of King Moshoeshoe of Basotho of Lesotho in the Nineteenth Century Southern Africa. Journal of Public Administration and Governance, 5(3), 21-35
Mokotso, R. I. (2022). Considering the Basotho Indigenous education and school system as resources for peace-building education in Lesotho. The Journal of Transdisciplinary Research in Southern Africa 18(1), DOI:10.4102/TD.V18i1.1213
Moruthi, T. (2006). Practical Paecemaking Wisdom from Africa: Reflections on Ubuntu. Journal of African Studies, 1(4), 25-32
Nkoane, M. M. (2015). Sustainable Rural Learning Ecologies: A Pathway to Acknowledging African Knowledge Systems in the Arena of Mainstream Production. Journal of Higher Education in Africa, 13(1-2):33-44
Preez, M. D. (2012). The Socrates of Africa and his Student: A Model of Pre-Colonial African Leadership. Center for Leadership Ethics in Africa, University of Fort Hare
Tlali, T. V. (2018). Towards a Local Philosophy Philosophy of Education: Embracing Indigenous Knowledge Systems to Enhance Relevance in Lesotho Education. In Lekhetho, M.(Ed.). Education in Lesotho: Prospects and Challenges. Maseru: Nova Science Publishers, Inc
UNESCO IICBA. (2021). Transformative Pedagogy for Learning to Live Together in Southern Africa; A Guide for Teachers.
UNESCO. (2024). Peace education in the 21st Century, An essential strategy for building lasting peace, http://www.unesco.org/open-access/terms-use-ccbysa-en
UNICEF (2015) Research Consortium on Education and Peacebuilding. Literature Review: The Role of Teachers in Peacebuilding. Learning for Peace, Advancing Learning .Building Peace. https://learningforpeace.unicef.org/pathners/research-cnsortium
United Nations. (2020). The State of GLOBAL Peace and Security; In line with the Central Mandates Contained in the Charter of the United Nations. Report of the Secretary General
United States Institute of Peace (2011). Peace Education, State of the Field and Lesssons Learned from USIP Grantmaking, Peaceworks, www.usip.org
Zarif, T., Urooj, S. & Munir, R. (2019). Peace Education and Peace-building in Mainstream Education System. Journal of Social Sciences and Humanities, 58(1):199-214, DOI:10.46568/jssh.v58i1.139
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Malephoto Niko Ruth Lephoto (PhD), Mapulane Mochekele
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
