Abstract
This article is premised on the current (2015–2016) developments in South Africa whereby the country’s youth are increasingly engaging in discourses of South Africa’s post-colonial condition and the need for decolonisation. But how do the history textbooks that they use in schools construct this contentious post-colonial period? On this basis, the main objective is to examine the temporal representation of post-colonial Africa in South African history textbooks. Critical discourse analysis was applied on a sample of four National Curriculum Statement-aligned textbooks with a focus on sections that covered content on post-colonial Africa. The findings from the textual analysis show that the temporal notion of post-colonial Africa is not clearly framed within a particular period. The ambiguity of the temporal notion, a fundamental concept in history, stems from the fact that the lexicalisations used as time markers in the textbooks cannot be linked to one particular date, resulting in a post-colonial Africa whose beginning and – more specifically – end cannot be unambiguously determined. The textbooks also sometimes refer to the post-colonial period as singular, whereas in other cases they describe the period as consisting of different phases. I conclude that such ambiguity reveals a loophole in educating the learners about a period whose circumstances they are trying to not only engage but also transform.
Highlights
Just over 20 years after the end of apartheid, there is evidence of an increase in the discourses of decolonisation of education in South Africa
At the heart of the decolonisation project in Africa is the experience of Western colonisation, which had taken hold of the continent by the beginning of the 19th century
The purpose of this article was to provide an understanding of the representation of the temporal notion of post-colonial Africa as represented in South African history textbooks
Summary
Just over 20 years after the end of apartheid, there is evidence of an increase in the discourses of decolonisation of education in South Africa. The decolonisation discourses have constructed South Africa as post-apartheid and post-colonial, reigniting the post-colonial discourses that have taken place in other African countries (Luckett 2016; Mamdani 2011; Mbembe n.d.). It is because of political decolonisation that Africa is assumed to be in the post-colonial era. As Shohat (1992) notes, ‘“post-colonial” renders a problematic temporality’ Two questions that can be asked in this regard are as follows: When did the post-colonial period start?; and When did it or will it end? As Young (2004) states, ‘the question arises whether “post-colonial” remains a serviceable designation’ Two questions that can be asked in this regard are as follows: When did the post-colonial period start?; and When did it or will it end? As Young (2004) states, ‘the question arises whether “post-colonial” remains a serviceable designation’ (p. 24)
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