Afrocentric Science Education Approach in a Transformed Curriculum in Post-Apartheid
Mthembu, Ntokozo
The post-apartheid era in South Africa was intended to be a period in which to redress past injustices in
almost all social spheres, including education, particularly in terms of curriculum transformation to include
African-centered knowledge systems. However, research reveals the limitations posed by compensatory
education, particularly when it comes to the provision of skills that instil self-reliance abilities. In attempting
to gain a better understanding of such experiences, the qualitative research design was used to collect data by
conducting face-to-face interviews with young people residing in the labor reserves in South Africa. Findings
indicate that although some individuals possess certain academic qualifications, such qualifications tend to be
limited in securing their livelihoods. Based on these findings, it is recommended that the curriculum
incorporate the African knowledge systems to offer alternatives to assess the untapped skills that could be
useful to individuals to secure their daily life needs.
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