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School curriculum in post-colonial societies has been castigated, not only as alien and irrelevant, but as dehumanizing and marginalizing to the indigenous people. This study gleans insights into how Ubuntu (humanness) – a strand of indigenous African knowledge - is being implemented in Zimbabwe’s New Curriculum Framework 2015-2022. This qualitative desktop study, couched within the Southern Theory framework, teases the enactment of Ubuntu (or lack of it) in classroom practice. Critical discourse analysis was adopted as the research design in reviewing 15 studies published between 2016 and 2021 on the implementation of Ubuntu in Zimbabwean primary and secondary schools. Findings indicate that, while Ubuntu is espoused as the overarching reform philosophy, not much has been done to nurture classroom practice that promotes collective participation, communitarianism, humility, and love for humanity – the key principles of Ubuntu. This critical discourse shows that most teachers, because of their training, limited knowledge, urbanization and westernization, are not keen to practice Ubuntu in their classrooms. Paltry salaries and poor working conditions also demotivate most teachers from embracing curriculum change and experimenting with new ideas.