Abstract
Any curriculum is by its very nature situated as well as contextual and co-determined by place and time. I commence my study by firstly reflecting on the role that education/curriculum should be playing in a transforming society such as SA. The Rhodes and Fees Must Fall movements by students in South Africa during 2015/2016 have placed the curriculum at the centre of deliberations about transformation and decolonisation in South Africa. Secondly, I argue that given our history where Apartheid and separation was legally enforceable and where almost every facet of our lives was determined by race-based politics, it is unavoidable to teach for social justice. In teaching for social justice, I argue that critical pedagogy is indispensable as a vehicle to confront this racial past. Lastly, I argue that if we want to transform the curriculum in meaningful ways, we have to adopt alternative conceptualisations of knowledge and embrace a “pluralisation of knowledge” which is more in line with the imperatives in a postcolonial society. I argue with the many contemporary theorists who advocate for social justice and a schooling system and curriculum whose function should be the cultivation of compassionate citizens who are deeply moved by a sense of justice and the creation of a more equal and humane society. If we do not transform the curriculum in meaningful ways, the dream of a “rainbow nation” will remain a pipe dream.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Critical Pedagogy, Higher Education, Purpose of Education, Social Justice, Knowledge
