In a postcolonial context, the influences of South African colonial and apartheid history are still visible, and much has been written about the need to decolonize learning and teaching practices. However, student protest movements point to a general dissatisfaction with the higher education context in a postcolonial and postapartheid society. In…

This article presents a diffractive arts-based narrative that results from a re-turn of our work with subjectivity and memory in relation to our involvement with teaching social justice and diversity in education. Through intra-action, we explore the entanglement of subjectivity and memory in working towards different possibilities for more…

We propose a new framework for understanding post-conflict history education based on ethnographic fieldwork in the same South African school two decades apart. We explore how and why teachers engage with the legacies of conflict in 1998 and 2019 by investigating how they draw boundaries around 1) time, what the conflict period is and how stark…

Despite unimaginable geopolitical reform and re-humanisation, which saw South Africa transition from colonialism, to apartheid, and now, to a democracy, Muslim education has retained both its character and content. Overdue questions remain unanswered as it becomes evident that while politics and the world of Muslims have shifted -- locally and…

This paper examines how government approaches to education were contested by Aboriginal communities in the late 1930s, through organised political actions designed in part to ensure access to the same standard of education and schooling available to non-Aboriginal people. It explores some of the ways that Aboriginal campaigns for education were…

Christian religious belief systems may influence higher education teaching and learning. We investigated how this manifests in relation to critical citizenship education at the Department of Visual Arts of Stellenbosch University. During the facilitation of a Visual Communication Design course, which included community interaction (CI), students…

This article presents a critical analysis of moral judgment in history education using the case of Cecil Rhodes as an example. For this purpose, I first examine the arguments for and against passing judgment on past actions given by historians, historical philosophers, and history education researchers. Second, I take a close look at the ways…

In this article I shall reflect on the issue of humanising pedagogy, taking a view that dehumanisation, in general, comes from two kinds of oppression. I shall argue that, apart from oppression of the political type, tertiary education is also a victim of another type of oppression which contributes to its dehumanisation, viz. the oppression…

In this article, we are interested in three things: an effective methodology for implementing critical dialogic pedagogy (CDP) in English First Additional Language (FAL) poetry in a South African classroom, the forms that dialogue can take in the English FAL poetry classroom, and the effect of CDP on adolescent learners' identity development.…

Using a mixed quantitative and qualitative analysis of 42 South African textbooks from the postapartheid era, we seek to understand how global human rights discourses manifest in South African textbooks across different subjects and whether these discourses may have changed over time. By employing a two-dimensional framework that examines the…

Poetry informed by indigenous knowledge systems, whether written, spoken or heard, offers ideal pathways for healing and transformation. Being "medicine" in the broadest non-clinical sense, it is deeply restorative as activism, as caregiving practice and as balm in the face of relentless assaults on our bodies and beings. This I…

As South Africa transitioned from apartheid to democracy, changes in the political landscape, as well as educational agendas and discourse on both a national and international level, shaped successive waves of curriculum reform over a relatively short period of time. Using South Africa as a germane example of how curriculum and pedagogy can…

The main objective of this article is to discuss the affective dimension of resistance in critical pedagogy in a way that would recognize neoliberalism's affective repercussions. The point is not merely to show that affect is involved in the emergence of resistance in critical pedagogy, but rather to expand the articulation of resistance in…

In this paper, I explore whether and how white people can make a meaningful contribution to decolonising university curricula. Drawing on my experiences as a white academic teaching at a South African university, I argue that identity matters when talking about decoloniality and that whites need to think carefully about the effects of their…

This study examined the role of history education for nation building in Ethiopia, Germany Rwanda, South Africa, Switzerland, and USA using a comparative research method. Student textbooks and syllabi were the main data sources. Document review was the principal data-gathering tool and the data was analysed qualitatively. Findings revealed that…