Leading from an African perspective

Prof Mazwe Majola

Leadership practice and development are among the most studied and yet least understood phenomena on earth, touching and affecting every sphere of our lives. Everything rises and falls on leadership. This article is concerned with and confined to the Afrocentric style of leadership. Simply put, the difference between the Eurocentric and Afrocentric leadership styles is that the Eurocentric leadership style places emphasis on the individualist ideology, whereas the Afrocentric leadership style is collective in nature. The Afrocentric style of leadership is underpinned by Ubuntu philosophy of humanism. This African philosophy focuses on people and relationships, and emphasises collaboration and collective decision-making. The concept of Ubuntu is a worldview of African societies, the most important and abiding principle being the notion of humaneness. Ubuntu is characterised by the spirit and values of caring, sharing, empathy, harmony, collaboration, survival, hospitality, inclusiveness, solidarity, resilience, diversity, compassion, dignity, integrity, respect, and responsiveness that both individuals and groups display for one another.

Afrocentric leaders, or leaders with Ubuntu, embrace and recognise the importance of their interconnectedness and interdependence, understanding that their humanity is inextricably linked to others. If others struggle, so do they; if others succeed, so do they; if others fail, so do they. They celebrate and take pleasure from other people’s success, knowing that their success is everyone’s success.

The Afrocentric style of leadership is the opposite of a strongly-held Western approach, which is predicated on the notion of the “survival of the fittest” or “dog eats dog” ideology – a view that promotes and stresses ruthless and vicious competition instead of cooperation. On the opposite end of the spectrum, Eurocentric leadership approach focuses on the “I” and “self”, emphasising an individualistic approach. In contrast, Afrocentric leadership implies an approach that gives more attention to teamwork, relationships, inclusiveness, mutual respect, and empathy between leaders and team members. The individual is absorbed into the collective. Ubuntu is concerned with consensus and participative-based decision making. It requires that leaders model the way for others. As a role model, a leader is source of guidance, direction, support, encouragement and motivation - leaders create an enabling environment that recognises and rewards talent, diligence and collaboration.

When implemented properly, Afrocentric and Ubuntu leadership styles will increase team effectiveness and healthy relationships in the workplace, ultimately contributing to organisational effectiveness and growth. It’s essential to note that Afrocentric leadership does not tolerate laziness or lacklustre performance. It abhors dishonesty, avarice, corruption, and malfeasance. Instead, it promotes, encourages, and rewards discipline, diligence as well as decisiveness.

Prof Majola is the founder of the Worldwide Institute of Leadership and Development.

Transformative Thinkers

In South Africa, Eurocentric dominance has long overshadowed indigenous philosophies, such as the Ubuntu philosophy, marginalising critical questions about the need to decolonise education and who stands to benefit. Building a decolonised university demands a focus on championing critical thinking and self-evaluation, sparking continuous adjustments and reflections on our own methods. This journey carries global lessons, showcasing the importance of transformative thinkers like Prof Babalwa Magoqwana, as South Africa’s efforts to dismantle Eurocentric influences in education resonate far beyond its borders.

In decolonising education, it goes beyond mere discourse; it signifies a crucial necessity to liberate it from Eurocentric biases, embracing indigenous wisdom, particularly the Ubuntu philosophy. This transformative shift involves moving away from Western individualism and universalism towards a curriculum infused with Ubuntu principles, acknowledging the interdependence of humanity and the world. To global leaders: take note, as this transformation embodies an educational model grounded in interconnectedness and a reverence for diverse knowledge systems, fostering collaboration over competition.

Enveloped in the shadows of colonial rule, apartheid dispossession, and the exploitation of Africa and its people, the university curricula in post-apartheid South Africa predominantly mirror Eurocentric and androcentric perspectives. Despite the ongoing transformation efforts underscored by South Africa’s Department of Education in 2008, the envisioned changes in both the structure and content of the curriculum are yet to materialise. Bridging this gap remains a formidable challenge, requiring a concerted effort to translate aspirations into tangible shifts that authentically capture the diverse narratives and histories of the nation’s people.

Prof Magoqwana, an advocate for a new approach grounded in African matriarchal heritage, introduces the concept of “inimba” (birth pains). Inimba is not merely an abstract notion but a dynamic force capable of steering universities away from the grip of oppressive power structures. It embodies the excruciating pain preceding the birth of a child, symbolising the profound empathy and compassion that mothers extend to their offspring. This concept holds the potential to revolutionise leadership, serving as a poignant reminder to global leaders of the transformative power inherent in empathy, compassion and inclusivity.

South Africa’s pursuit of decolonising higher education resonates as a universal call to action. It underscores the imperative of embracing diverse knowledge systems, acknowledging interdependence, and empowering the marginalised. Transformative thinkers like Prof Magoqwana, advocating for change grounded in empathy and profound respect, become crucial guides for global leaders. By drawing lessons from South Africa’s journey, leaders worldwide can cultivate a more equitable and enriched educational landscape that genuinely empowers individuals and advances society as a whole.