“Digital Ubuntu”: Engaging gender justice, research and technology through an African Indigenous perspective

• In Event: Digital Learning Modalities

Proposal

Introduction
Technological advancements are reshaping education, research, and development in Africa. This transformation offers innovation and growth opportunities but also raises gender justice challenges. Evaluating the intersection of research, technology, and education in Africa is crucial to ensure inclusivity, equity, and alignment with local values (UNESCO, 2021). Ubuntu, an African philosophy emphasizing interconnectedness and social justice, can guide addressing such issues (Ndhlovu, 2021; Mokoena, 2023; M’Baye, 2022). Technological advances boost education, research, and economic development. However, these technologies often overlook Africa’s cultural and social contexts, excluding marginalized groups, especially women and girls. Adopting new technologies requires examining inclusivity versus perpetuating inequalities. Ubuntu, which underscores humanity, empathy, and community, is central to understanding how African institutions can approach gender justice in education and technology with a communitarian ethos (Ndhlovu, 2021; Mokoena, 2023). This study explores how African institutions, particularly those focusing on technology and education, integrate Ubuntu values into their operations, specifically focusing on gender justice. The study aims to analyze the degree to which institutional practices and policies address gender equity and how these practices align with broader local and global development agendas, such as the African Union’s Agenda 2063.

Theoretical framework
This study is grounded in the philosophy of Ubuntu, an African onto-epistemology that emphasizes interconnectedness, collective care, and the community’s well-being (Metz, 2022). As a theoretical lens, Ubuntu prioritizes relationality, social justice, and cooperation, making it an appropriate framework for exploring gender justice within African educational and technological contexts (Murove, 2009; Author 1, 2022; Author 2, 2024). This framework is particularly relevant in the African context, where colonial legacies and global power imbalances have historically marginalized women and girls from meaningful participation in educational and technological spaces (Author 1, 2022; Tamale, 2020).

By applying Ubuntu, institutional policies and practices are critically examined to determine whether they reflect Ubuntu values and inclusive principles or replicate exclusionary global models that may not align with Africa’s socio-cultural context. Ubuntu’s focus on collective well-being, relational interdependence, and community provides a framework for evaluating whether technological and educational initiatives are genuinely advancing gender equity or perpetuating cycles of inequality (Adeola, 2024). The extension of Ubuntu into the digital sphere, referred to as “digital Ubuntu,” underscores the philosophy’s potential to guide technological innovations that are not only locally grounded but also socially just and sustainable (Abubakre, Faik & Mkasi, 2021).

Modes of inquiry
Our study utilizes a critical discourse analysis (CDA) approach to examine how African institutions focusing on technology engage with Ubuntu values in articulating their programs and initiatives. Methodologically, CDA focuses on language and text while centering on how power, bias, and dominance are maintained and reproduced in written discourse (van Dijk, 1998). In this study, we utilize CDA to analyze institutional websites connected to Ubuntu and technology in Africa. Our analysis was multifaceted, with our primary focus centering on how the websites discuss 1) organizational approaches to education and technology in the 21st century; 2) gender and power dynamics, 3) technological priorities, and 4) Ubuntu values.

To select these websites, we identified a technologically focused alliance on technology in Africa that also values Ubuntucentric engagement. We identified the Ubuntunet Alliance as the central network for research and education collaboration, and selected nine member organizations’ websites for analysis based on the following criteria: 1) listed on the Ubuntunet Alliance’s website as a member organization; 2) an African-based institution working in technology; 3) accessible through an organizational website; and 4) accessible in English. Selected organizations represented the following countries: Ethiopia, Kenya, Madagascar, Malawi, Somalia, South Africa, Tanzania, Uganda, Zambia and Zimbabwe. For analysis, both deductive and inductive analyses were employed to identify themes.

Findings
Our preliminary findings reveal that the governance of many institutions in this context is predominantly led by university professors or individuals with academic backgrounds, highlighting the significant influence of academia in shaping technology organizational strategies and priorities. Leadership roles were occupied by both men and women, indicating a level of gender representation, although the specific dynamics of gender representation appeared to be different institutionally. In terms of programming, most institutions were focused on enhancing connectivity, particularly by providing network access to universities and research institutions. This is exemplified by initiatives like Eduroam and capacity-building efforts in countries such as Malawi, South Africa, Uganda, and Kenya.

Focusing on interdependence and mutually beneficial relationships (Kayange, 2018), the data showed that there is a strong emphasis on collaboration with local communities, suggesting that these institutions are not only committed to academic and research pursuits but are also actively engaged in fostering partnerships with local groups and making knowledge accessible. For example, the Kenyan-based organization partnered with nonprofits that focused on supporting girls and refugees, demonstrating a commitment to addressing social issues and promoting inclusivity. Partnerships appeared to be both domestic and international, highlighting a recognition of the value of cross-border cooperation with other African States. The intentionality to prioritize community engagement and use education technology to “bridge the gap between academia and community,” as exemplified by the Malawi-based organization, highlights its commitment to Ubuntu values. These values emphasize the importance of solidarity, shared responsibility, and the interconnectedness of all people in today’s digital society.

Significant contribution to the field
This study makes a significant contribution by integrating the Ubuntu philosophy with technological advancements, research, education, and gender justice in Africa. By analyzing institutional websites and strategic documents, the study critically examines the power dynamics, gender inclusion, and technological priorities of these organizations. It highlights the often-overlooked intersection of technology and Indigenous cultural values, demonstrating how Ubuntu can serve as a framework for creating more inclusive, equitable, and socially responsible technological initiatives. This research advances discourse by offering a culturally grounded, context-specific model for addressing gender justice and technological development. Additionally, it aligns with Africa’s Agenda 2063, promoting sustainable growth, inclusivity, and the empowerment of marginalized groups, particularly women and girls. The study contributes to the field by challenging traditional technological models and providing practical insights for shaping socially just, community-focused technological innovation in Africa.

Authors

• Pempho Chinkondenji, University of North Dakota

• Rachael Kalaba, University of Toronto