REVIEW article
Front. Educ.
Sec. Higher Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1530773
This article is part of the Research TopicTransforming Academia for EquityView all 5 articles
Exploring the Influence of Trauma on Ethical Theory Understanding: A Narrative Literature Review based on Public Administration Education
Provisionally accepted
- University of KwaZulu-Natal, Durban, South Africa
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This paper explores the intersection of trauma, ethics, and public administration pedagogy, focusing on the impact of intergenerational trauma on students' comprehension and application of ethical theories in post-colonial contexts such as South Africa. The aim of the study is to critically examine how traditional Western ethical frameworks, such as deontology, utilitarianism, and virtue ethics, align-or fail to align-with the lived experiences of students affected by historical trauma, and to explore the development of context-specific ethical frameworks rooted in African philosophical thought. The study employs a critical narrative review methodology, synthesizing recent literature on trauma, ethics education, and decolonising pedagogy to identify key challenges and gaps in existing research. The analysis reveals that traditional ethical frameworks often fail to address the cognitive and emotional barriers faced by students from marginalised communities, whose historical and collective trauma impedes their engagement with abstract ethical theories. In particular, the findings highlight a critical gap in trauma-informed pedagogical strategies, which are essential for fostering a deeper understanding of ethics in public administration. The paper concludes that contextually constructed ethical frameworks, particularly those informed by African philosophical traditions like Ubuntu, offer a more relevant and effective approach to ethics education in post-apartheid South Africa. The study recommends the integration of traumasensitive, context-specific pedagogical strategies to enhance the ethical decision-making capacities of public administration students. Additionally, it calls for the use of technological and pedagogical innovations, such as virtual simulations and interdisciplinary approaches, to advance the teaching of ethics to trauma-affected populations. These recommendations aim to prepare future public servants for the complex ethical challenges they will encounter in governance and public service, particularly in societies shaped by historical trauma.
Keywords: Ethics education, Ethical theories, Historical trauma, decolonisation, pedagogy, Public administration, apartheid
Received: 19 Nov 2024; Accepted: 07 Jul 2025.
Copyright: © 2025 Nhari, Taka and Nzimakwe. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Sibongile Ruth Nhari, University of KwaZulu-Natal, Durban, South Africa
Charlotte Taka, University of KwaZulu-Natal, Durban, South Africa
Thokozani Ian Nzimakwe, University of KwaZulu-Natal, Durban, South Africa
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