SASHT Conference DECOLONISING CURRICULA AND HISTORY TEACHING Mr

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SASHT Conference DECOLONISING CURRICULA AND HISTORY TEACHING Mr SP Govender CHIEF DIRECTOR: CURRICULUM IMPLEMENTATION

SASHT Conference DECOLONISING CURRICULA AND HISTORY TEACHING Mr SP Govender CHIEF DIRECTOR: CURRICULUM IMPLEMENTATION & MONITORING 6 OCTOBER 2016

Presentation Outline • • • Introduction Decolonising the curriculum: UNESCO Re-looking at School History

Presentation Outline • • • Introduction Decolonising the curriculum: UNESCO Re-looking at School History curriculum History Curriculum in SA since 1994 NCS: CAPS Revised History Curriculum Current Public Concerns Ministerial Task Team (2015) History Round Table/Commissions/Recommendations The benefits of teaching a decolonised History curriculum Conclusion

INTRODUCTION • The Constitution of RSA provided the basis for Education transformation and development

INTRODUCTION • The Constitution of RSA provided the basis for Education transformation and development in South Africa; A central component of this was the revision of the school curriculum. • The transformed school curriculum in our democratic era is premised upon the following aims of the Constitution: * heal the divisions of the past and establish a society based on democratic values, social justice and fundamental human rights; * improve the quality of life of all citizens and free the potential of each person;

INTRODUCTION (Cont. ) * lay the foundations for a democratic and open society in

INTRODUCTION (Cont. ) * lay the foundations for a democratic and open society in which government is based on the will of the people and every citizen is equally protected by law; and * build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of nations.

NATIONAL CURRICULUM FRAMEWORK

NATIONAL CURRICULUM FRAMEWORK

EDUCATION SYSTEM PRE-1994 • 1994 Status: inherited a racially differentiated system with 13 fragmented

EDUCATION SYSTEM PRE-1994 • 1994 Status: inherited a racially differentiated system with 13 fragmented departments, organised along racial lines, treated unequally and had unequal outputs. • 1994 -1999 reflected period of re-construction and re-organising of the Education System. • Focus was on policy reform to de-racialise schools, develop new curriculum replacing apartheid ideology and implement new funding norms to replace race classification as the criteria for resource allocation.

SOME STARTLING STATISTICS: “BANTU EDUCATION” • Bantu Education was designed to under-develop and exclude

SOME STARTLING STATISTICS: “BANTU EDUCATION” • Bantu Education was designed to under-develop and exclude Black people and to ensure racially differentiated access to Mathematics and Science. • In 1990 only 24% of African matriculants enrolled for Mathematics compared to 64% White and 70% Indian learners. • By 1994 only 410 784 African learners wrote the Senior Certificate Examinations and only 11% achieved a university entrance qualification.

CURRICULUM SINCE 1994 • 1995 White Paper on Education and Training: sets the political

CURRICULUM SINCE 1994 • 1995 White Paper on Education and Training: sets the political agenda and determines the national norms and standards for education planning, provision, governance, monitoring and evaluation. • 1996 South African Schools Act: provides for a uniform system for the organisation, governance and funding of schools. It seeks to ensure that all learners have right of access to quality education without discrimination, and it makes schooling compulsory for all children from the year they turn 7 to the year in which they turn 15 (or the end of grade 9). • 2006 The Further Education and Training Colleges Act : to regulate further education and training, which is defined as “all learning and training programmes leading to qualifications at levels 2 to 4 of the National Qualifications Framework determined by SAQA. • 2006 No-fee schools policy: To bring financial relief to parents of school-going children who cannot afford to pay school fees, thereby being denied access to schools. The Policy is currently implemented in school quintiles 1, 2 and 3. • 2009 Human Resource Development strategy 2010 -2030: To dramatically improve learning attainment at all levels of the schooling system. • 2009 Governments strategic priorities: Education and skills forms one of the 10 key priorities in the 2009 -2014 strategic agenda of the government.

NATIONAL CURRICULUM STATEMENT (NCS) • The apartheid school curriculum was found to be narrow,

NATIONAL CURRICULUM STATEMENT (NCS) • The apartheid school curriculum was found to be narrow, out-of-date, heavily euro-centric and with little focus on South Africa and Africa. • Curriculum revision processes required decolonisation and a new focus on knowledge and skills required to participate in a globalising 21 st Century World. • The new NCS Curriculum was internationally bench-marked to enable learners to actively participate in and contribute to a democratic South African society and global economy.

NATIONAL CURRICULUM STATEMENT (NCS) • Changed names of certain subjects to reflect international trends

NATIONAL CURRICULUM STATEMENT (NCS) • Changed names of certain subjects to reflect international trends e. g. from Biology to Life Sciences, Home Economics to Consumer Studies, Typing and Compu-typing to Computer Application Technology. • Emphasises increased cognitive demand in several subjects e. g. Physical Science, History, Geography. • Requires of learners: – – – Extensive reading & extended writing Strong conceptual knowledge Ability to apply knowledge in a variety of situations. Critical and constructive thinking Awareness of Social, moral, economic and ethical issues

NATIONAL CURRICULUM INFUSED • Indigenous knowledge system: recognises that there is a body of

NATIONAL CURRICULUM INFUSED • Indigenous knowledge system: recognises that there is a body of knowledge embedded in African philosophical thinking and social practices in order to make sense of the world and bring as many perspectives as possible to assist in problem solving in all fields. • Social justice & equity: a commitment to ensure that all students have access to schooling and basic nutrition. • Values in education: intended to help young people achieve higher levels of moral judgement that can emerge only from a balanced exposure to humanities and sciences.

A Focus on the History Curriculum and Teaching of History

A Focus on the History Curriculum and Teaching of History

Decolonising the curriculum: UNESCO • In 1964 there was a discourse of decolonising the

Decolonising the curriculum: UNESCO • In 1964 there was a discourse of decolonising the History of Africa initiated by the newly independent African states; • Under the scientific and intellectual leadership of a 39 member International Scientific Committee, including two-thirds of scholars from Africa, some 350 authors, translators and volume editors from different regions worked together for more than 35 years. • The outcome was a series of 8 volumes on the General History of Africa: main edition in English, Arabic, and French and translated into 13 languages including Kiswahili, Fulfulde, and Hausa.

IMPACT OF UNESCO STUDY • This monumental venture by UNESCO posed a direct challenge

IMPACT OF UNESCO STUDY • This monumental venture by UNESCO posed a direct challenge to traditional Eurocentric approaches History, it cleared up all racial prejudices and defied the usual clichés forged on Africans. • It established the significance and creativity of African cultures and civilizations. • It drew on disciplines ranging from History and linguistics to the fine arts, performing arts, musicology, and natural sciences.

IMPACT OF UNESCO STUDY (Cont. ) • The material used written archives, archaeological discoveries

IMPACT OF UNESCO STUDY (Cont. ) • The material used written archives, archaeological discoveries and compared oral traditions. • The authors introduced a new African methodology and perspectives highlighting the contribution of Africans to the global progress of humanity. • UNESCO advocated that these important resources (volumes) on the General History of Africa should constitute a valid base for teaching the History of Africa.

Re-looking at School History curriculum • Between 1988 and 1993, several debates and initiatives

Re-looking at School History curriculum • Between 1988 and 1993, several debates and initiatives took place regarding a new History content for schools in South Africa. • The process involved participants from the state, oppositional education movements and broad stakeholder forums. • This process experienced some challenges as it protracted into a battle between the old and the new; with the old wanting to protect the apartheid syllabus. • These led to the History ad-hoc committee being dissolved due to lack of progress.

History Curriculum in SA since 1994 • In 1995, a new History Curriculum Committee

History Curriculum in SA since 1994 • In 1995, a new History Curriculum Committee was established. • The committee dealt with critical inputs from historians and History educators. • The critical study of History in schools was seen as the most essential and significant vehicle for citizenship education for the new South Africa. • However, the committee ensured that the subject was not used by both conservatives and progressives for propaganda purposes.

History Curriculum in SA since 1994 (Cont. ) • In 2000, then Minister of

History Curriculum in SA since 1994 (Cont. ) • In 2000, then Minister of Education, the late Professor Kader Asmal appointed a History and Archaeology Panel to review the history curriculum and to strengthen: Ø the content and scope of the history curriculum; Ø the quality of support materials (textbooks); and Ø teacher training. [Report on the history & archaeology panel, Ministry of Education: 2002]

History Curriculum in SA since 1994 (Cont. ) • The purpose of the review

History Curriculum in SA since 1994 (Cont. ) • The purpose of the review was to promote a greater understanding and appreciation of the new History in a democratic South Africa; • In 2009, further review took place when the National Curriculum Statement (NCS) was revised; • The History Subject Statement, Learning Programme Guidelines and Subject Assessment Guidelines were replaced by the Curriculum and Assessment Policy Statements (CAPS).

National Curriculum Statement (NCS): Curriculum and Assessment Policy Statement (CAPS) • The curriculum was

National Curriculum Statement (NCS): Curriculum and Assessment Policy Statement (CAPS) • The curriculum was strengthened to ensure that it is relevant for work, production and decolonising the mind: ØA broad chronology through content of Grades 1012 (from 17 th century to the present); ØInterconnectedness between local and world events; ØRemoving repetition between Grades 7 -9 and 1012; and ØEnsuring that there is no content overload.

NCS: CAPS (Cont. ) It was transformed from the grand narratives of the story

NCS: CAPS (Cont. ) It was transformed from the grand narratives of the story of white civilisation and triumphalism to include: • The voices of previously marginalised and experiences of ordinary people; • The promotion of human rights and peace by challenging prejudices that involve race, class, gender, ethnicity and xenophobia; • Events of historical significance; • Important historical processes; and • An approach which locates South African in Africa and the wider world.

A Revised History Curriculum Topics reaffirming Africa and decolonisation in the curriculum include: •

A Revised History Curriculum Topics reaffirming Africa and decolonisation in the curriculum include: • • • • Ancient African Societies: Egypt; An African kingdom in southern Africa: Mapungubwe; The kingdom of Mali and the city of Timbuktu; Turning Points in South Africa; Transformations in southern Africa after 1750 Ideas of race in the late 19 th and 20 th century; Nationalism: Ghana; Independent Africa: Angola, Congo and Tanzania; Apartheid Civil society protests and resistance; Democracy and coming to terms with the past; Issues of heritage & oral history; and Globalisation.

Current Public Concerns • However, in 2014, there was a complaint by the public

Current Public Concerns • However, in 2014, there was a complaint by the public that the majority of school-going children do not know the history of South Africa and cannot appreciate our road to democracy. • This meant that young people would understand very little of their country and the society in which they live; and • That they would lose a sense of nationalism, patriotism and national unity derived through the study of history. • As a result, members of the public suggested that History be introduced as a compulsory subject for all learners.

Response of Department of Basic Education • In response, a Ministerial Task Team(MTT) comprising

Response of Department of Basic Education • In response, a Ministerial Task Team(MTT) comprising of seven members was appointed in 2015 : *Professor Sifiso Ndlovu, *Professor Peter Lekgoathi, *Professor Amanda Esterhuizen, *Dr Gail Weldon, *Dr Nomalanga Mkhize, *Mr Jabulani Sithole, and *Dr Luli Callinicos.

Ministerial Task Team (2015) • To advise DBE on the feasibility of making History

Ministerial Task Team (2015) • To advise DBE on the feasibility of making History compulsory in Grades 10 -12. • To strengthen and review the History content in Further Education and Training (FET) and General Education and Training (GET) bands; • To align textbooks; • To advise on teacher development in the area of Initial Professional Education and Training (IPET) and Continuous Professional Teacher Development (CPTD); and • To provide recommendations on policy changes and conducting public consultation forums.

History Round Table (2015) • On 3 December 2015, a History Round-table was convened

History Round Table (2015) • On 3 December 2015, a History Round-table was convened at the DBE Conference Centre. • The objectives of the History Round-table discussion were: – To share the strategic intention of government and the sector with stakeholders; – To reflect on the current offering of History as a subject in schools; – To create an opportunity to share information on international comparisons;

History Round Table (Cont. ) – To generate ideas on ways to strengthen the

History Round Table (Cont. ) – To generate ideas on ways to strengthen the offering of History in schools; – To contribute to the work of the History Ministerial Task Team; and – To reaffirm the role of monitoring, evaluation and research in measuring impact, tracking progress, and informing best practice. • Various stakeholders were invited including Teacher Unions, Higher Education Institutions (HEIs), museums, NGOs, provincial education departments (PEDs) and other government departments such as the Department of Arts and Culture.

History Round Table Commissions Commission 1 Commission 2 Commission 3 Commission 4 Commission 5

History Round Table Commissions Commission 1 Commission 2 Commission 3 Commission 4 Commission 5 Topic Commission Chair The value of all learners offering History as a subject up to exit level of schooling Strengthen the current offering of History as a subject. Exploring the possibility of combining History with Life Orientation. Implications of learners offering History and a plan to address them Dr Edna Roodt University of Cape Town The role of Monitoring, Evaluation and Research Dr Phatlane UNISA Prof Sieboger University of Cape Town Mr Iwirn Langeveld DAC Dr S Ndlovu SADET

Round Table Recommendations The following recommendations were made by various commissions: • History content

Round Table Recommendations The following recommendations were made by various commissions: • History content should be a progressive narrative and should include Palaeontology and Archaeology to teach the History of shared humanity; • Include local and national History in the curriculum, and the inclusion of African perspectives; • Extend the priorities of the Funza Lushaka bursary scheme – HEIs to attract teachers and learners in History; • Remove content overload in the History curriculum;

Round Table Recommendations (Cont. ) • Career guidance: advocate career opportunities with History as

Round Table Recommendations (Cont. ) • Career guidance: advocate career opportunities with History as a subject; • Strengthen partnerships in promoting History; • Institute Pilot project- try out in one district in each province; • Skill teachers in initial teacher education and professional teacher development; and • Strengthen the pedagogy of history teaching.

Round Table Recommendations (Cont. ) • Aspects of History should be combined into Life

Round Table Recommendations (Cont. ) • Aspects of History should be combined into Life Orientation because LO is already a compulsory and the opportunity exists already; • Audit schools that are offering History; • Audit and profile history teachers; • Revisit subject combinations; and • Investigate the causes of some schools not offering History;

The benefits of teaching a decolonised History curriculum • Teaches learners their our own

The benefits of teaching a decolonised History curriculum • Teaches learners their our own history and histories outside our own, drawing on both established and new sources. • Helps in the construction of identity. • Teaches learners how to analyse evidence in sources and study different interpretations and divergent opinions and voices. • Fosters the invaluable mental powers of discriminating judgement. A quality that is essential for all people. • Create a platform for constructive and informed debates about human rights, peace and values education. • Encourages civic responsibility and critical thinking, which are key values in a democratic society.

The benefits of teaching a decolonised History curriculum (Cont. ) • Prepare learners for

The benefits of teaching a decolonised History curriculum (Cont. ) • Prepare learners for local, national, continental and global citizenship. • Enables us to listen to formerly subjugated voices and to redress the invisibility of the formerly marginalised people (e. g. oral history) • Provides a critical perspective on the pathways to economic development and economic growth. • Promotes democratic values because it plays a substantive role in fostering sensitive values of antiracism, non-sexism, and a general respect for human rights. • Teaches young Africans to develop a sense of pride in their heritage, a self esteem and confidence.

Conclusion A decolonised History curriculum should ensure that South Africa’s education and training system

Conclusion A decolonised History curriculum should ensure that South Africa’s education and training system is reoriented to meet the following skills: Digital-Age Literacy Effective Communication § Basic, scientific, economic, ICT and technological literacies § Visual and information literacies § Multicultural literacy and global awareness § Teamwork, collaboration, and interpersonal skills § Personal, social, and civic responsibility § Interactive communication High Productivity § Prioritising, planning, and managing for results § Effective use of real-world tools § Ability to produce relevant, high-quality products Inventive Thinking § Adaptability and managing complexity § Self-direction § Curiosity, creativity, and § Risk taking § Higher-order thinking and sound reasoning

CONCLUSION • The process of Education transformation and curriculum revision has played a decisive

CONCLUSION • The process of Education transformation and curriculum revision has played a decisive role in de-colonisation of the school curriculum. • Whilst tremendous progress has been made, there are currently still challenges that need to be addressed.

“Crushed by centuries of oppression, Africa has seen generations of travellers, slaves traders, explorers,

“Crushed by centuries of oppression, Africa has seen generations of travellers, slaves traders, explorers, missionaries, governors, and scholars of all kinds give out its image as one of nothing but poverty, barbarism, irresponsibility and chaos. And this image has been projected and extrapolated indefinitely in time, as a jurisdiction of both the present and the future… Is it surprising, then, that African History should have been accorded such a small and subordinate place in all histories of mankind and civilization? ” By J. Ki-Zerbo, GHA Volume I