The paper contributes to current debates about decolonising curriculum and advancing corresponding 'humanness pedagogies' in South Africa by developing a capabilitarian approach and foregrounding epistemic justice capabilities. This is aligned with and to fostering a shared African ethic for individual transformation-in-context and for building…

Background: Despite the end of apartheid in South Africa in 1994, most black schools in the country still embrace coloniality through policies and practices. This leads to disempowerment, loss of identity, inequalities and inferiority in the learners, which are nurtured till their adulthood. It is therefore important to decolonise the inherited…

Black Art in various forms has long been used by people in the African Diaspora to promote Black joy and Pro-Blackness yet it is often not included in language and literacy early childhood pedagogies to uplift Black children in North American schools. Likewise, many anti-racist early childhood research studies focus on the challenges faced by…

This article critically engages with the discipline of African musics in the academy. It examines the process of curriculum transformation of the African music section at the South African College of Music, University of Cape Town since 2005 as an emergent curriculum model for an integrated approach to the teaching of African musics at…

This is a comparative study of the indigenization of teacher education art and design curricular in Botswana and Zimbabwe. The study methodology involved a critical review of various policies, art curricular, operational documents and focus group discussions with art and design lecturers in associate teachers' colleges. Results revealed a general…

Institutional transformation and inclusion have slowly become more prominent in the strategies of historically white institutions in South Africa. Despite these efforts, progress towards these goals has been limited. In this article, we reflect on our conversations about transforming our curricula and teaching practices as an interdisciplinary…

School reform policy in post-colonial societies is often guided by Euro-American theory from the North. Theory generated in the South is marginalised as backward and unscientific. The present study, couched within the Southern Theory framework, disrupts the hegemony of Northern Theory by examining the implementation of the indigenous philosophy of…

Ahead of the recent wave of social justice movements (e.g., [All] Black Lives Matter (#BLM), #MeToo, #StopJewishHate, #StopAsianHate), in 2019 the American Council on the Teaching of Foreign Languages (ACTFL) declared a stance on diversity, equity, inclusion, and belonging (DEIB) in language education. It affirmed that it "values diversity…

Postsecondary dance programs in the United States have been called upon to reconsider their curricula and pedagogical approaches in relation to racial equity. Historically students enter university with the belief that ballet is the foundation of dance, which is devaluing to dance forms outside ballet. As academia looks to build more inclusive…

Introduction: Learner indiscipline has emerged as a global cause for concern for educators and parents in the 21st century. This study sought to develop a framework for the successful implementation of positive discipline. The study sought to provide answers revolving around the contributing factors towards learner indiscipline, the effects of…

Despite extensive research into the function of education in promoting social cohesion, the role of the history curricula in promoting solidarity in South Africa and Zimbabwe remains under-researched. Understanding the history curriculum attempts made at the policy level to promote social cohesion by two postcolonial Sub-Saharan countries could…

This article refers to the South African Design teachers' attitudes towards the implementation of the 2020 Section 4 amendments of the Design Curriculum and Assessment Policy Statement (CAPS). The purpose of the article is twofold: first to establish the necessity for "awareness" of the teachers' attitudes towards curriculum changes,…

This paper initiates a novel discourse advocating for the anti-colonization of religious education (RE) in Africa South of the Sahara (ASoS). It illustrates how anti-colonial critiques can not only offer more precise theoretical perspectives but also generate a practical imperative for a paradigm shift in a school subject "still"…

Informed by the critical theory, this paper contributes to debates on decolonising education as an agenda for a heritage-driven curriculum espoused by the current Zimbabwe competence-based curriculum. It focuses on the "O" level Food Technology and Design curriculum, an area that has not been much explored. The paper challenges visible…

Developing and integrating culturally aligned curriculum models which promote use of resources, such as indigenous artefacts, has been a challenge in science curriculum reforms. The study focused on the development of an integrated indigenous-pedagogical model for use in high school physics curriculum. The views of elders, teachers and learners in…