The Use of Indigenous Values in Resilience Building of Out-of-School Suspended Learners

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This study explored the role of Indigenous values in fostering resilience among out-of-school suspended learners, a population often at risk of academic disengagement and negative life outcomes. Drawing on the moral philosophy of Ubuntu, the research examined how Indigenous principles such as communal responsibility, respect, and holistic well-being can be leveraged to support suspended learners in navigating challenges and re-engaging with their education. Qualitative methods were used, including interviews with 12 parents of out-of-school suspended learners from two selected secondary schools. The findings revealed that when schools and communities incorporate these values into disciplinary processes and support systems, they help mitigate the adverse effects of suspension by fostering a sense of belonging, self-worth, and perseverance. The study concludes that incorporating Indigenous values into community practices and school disciplinary frameworks significantly enhances the resilience and re-engagement of suspended learners. To promote the holistic development of learners, it suggests legislative changes that would institutionalise culturally sensitive disciplinary practices and cooperation between communities, families, and schools. The research contributes to educational resilience literature by highlighting culturally responsive approaches that promote the inclusion and success of marginalised learners, suggesting implications for policy reform and school practices. Keywords: Out-of-school Suspension, Resilience, Ubuntu, Indigenous Values, Secondary Schools

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