Transforming the curriculum for the unique challenges faced by South Africa

Abstract

This paper is a reflection on the role that education should be playing in the twenty-first century in general and in postcolonial societies in particular. Put differently, what is the role of education in a transforming society and how could we as a society embrace educational approaches that could facilitate social transformation and the building of a more just, equitable and humane society? I will begin the paper by first outlining the purpose of education or what I deem to be its purpose. I will 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. South Africa is one of the most unequal societies in the world and the curriculum should address these pressing challenges. I will argue that through education and the curriculum, we can lay the foundation for a different kind of society, i.e. one that is guided by decency and universal human values. Curriculum change on its own to bring about transformation is incomplete without a simultaneous change in pedagogy. Therefore, to achieve the objectives as outlined above, a critical pedagogy approach is indispensable. Finally, I will argue that our efforts to bring about pedagogical and curriculum change will be incomplete without also embracing alternative conceptualisations of knowledge.