This dissertation on negating, resisting or affirming cosmological principle towards an African humanism leadership theory and model has evolved through an embryonic process that arose from the research ‘itch’ as regards the way in which post-colonial African leadership has been critiqued. This research ‘itch’ also focused on how the postcolonial leadership in Africa, were trail blazers in formulating liberation philosophies and ideologies that did not, unfortunately, translate into sustainable peace and development. Thus, this dissertation has been a journey of immersion into the public and macro-level discourse contained in pre-colonial, colonial and postcolonial African leadership case studies. This enriching journey revealed a postcolonial African leadership which had focused on ideologies and philosophies and had deviated from the spirituality embedded in indigenous cosmologies and knowledge systems. Hence, this dissertation examines relevant cosmological principles embedded in indigenous cosmologies and knowledge systems for analysing African leadership; for the embryonic process that begins with the universal humanism perspective of African leadership, cognitive justice and transformation by enlargement, and basic African humanism perspectives. Thus, this study examines cognitive justice as the enabler of indigenous cosmologies and transformation by enlargement as the enabler of indigenous knowledge systems, both of which provide relevant cosmological principles for analysing African leadership. In addition, the dissertation analyses indigenous cosmologies and knowledge systems from the African continent in an effort to distinguish between the various forms of leadership found in Africa and to generate an African humanism leadership theory and model. The indigenous cosmologies and knowledge systems in this dissertation are from four regions in Africa, namely, North Africa (Egypt); West Africa (Ghana-Akan); the Horn of Africa (Ethiopia) and Southern Africa (Bantu). The methodologies used in the study include Afrikology and critical discourse analysis and enabled the research study to ascertain whether cosmological principles embedded in indigenous cosmologies and knowledge systems are relevant for analysing African leadership. Critical discourse analysis enabled the geographic triangulation of African leadership and the indigenous cosmologies and knowledge systems, thus resulting in the development of the African humanism leadership theory and model of individual dualism leadership. / Educational Studies / M. Ed. (Philosophy of Education)

This dissertation on negating, resisting or affirming cosmological principle towards an African humanism leadership theory and model has evolved through an embryonic process that arose from the research ‘itch’ as regards the way in which post-colonial African leadership has been critiqued. This research ‘itch’ also focused on how the postcolonial leadership in Africa, were trail blazers in formulating liberation philosophies and ideologies that did not, unfortunately, translate into sustainable peace and development. Thus, this dissertation has been a journey of immersion into the public and macro-level discourse contained in pre-colonial, colonial and postcolonial African leadership case studies. This enriching journey revealed a postcolonial African leadership which had focused on ideologies and philosophies and had deviated from the spirituality embedded in indigenous cosmologies and knowledge systems. Hence, this dissertation examines relevant cosmological principles embedded in indigenous cosmologies and knowledge systems for analysing African leadership; for the embryonic process that begins with the universal humanism perspective of African leadership, cognitive justice and transformation by enlargement, and basic African humanism perspectives. Thus, this study examines cognitive justice as the enabler of indigenous cosmologies and transformation by enlargement as the enabler of indigenous knowledge systems, both of which provide relevant cosmological principles for analysing African leadership. In addition, the dissertation analyses indigenous cosmologies and knowledge systems from the African continent in an effort to distinguish between the various forms of leadership found in Africa and to generate an African humanism leadership theory and model. The indigenous cosmologies and knowledge systems in this dissertation are from four regions in Africa, namely, North Africa (Egypt); West Africa (Ghana-Akan); the Horn of Africa (Ethiopia) and Southern Africa (Bantu). The methodologies used in the study include Afrikology and critical discourse analysis and enabled the research study to ascertain whether cosmological principles embedded in indigenous cosmologies and knowledge systems are relevant for analysing African leadership. Critical discourse analysis enabled the geographic triangulation of African leadership and the indigenous cosmologies and knowledge systems, thus resulting in the development of the African humanism leadership theory and model of individual dualism leadership. / Educational Studies / M. Ed. (Philosophy of Education)