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2019 - Volume 3 - Number 2

Afrocentric Science Education Approach in a Transformed Curriculum in Post-Apartheid South Africa

Ntokozo Mthembu * mthemnc@unisa.ac.za * ORCID: 0000-0003-4059-1215 * ResearcherID: T-8365-2017
University of South Africa, Faculty of Human Sciences, School of Social Sciences, Tshwane, SOUTH AFRICA

Open Journal for Educational Research, 2019, 3(2), 67-80 * https://doi.org/10.32591/coas.ojer.0302.03067m
Online Published Date: 3 October 2019

LICENCE: Creative Commons Attribution 4.0 International License.

ARTICLE (Full Text - PDF)

KEY WORDS: Afrocentric, science, transformation, curriculum, education, post-apartheid.

ABSTRACT:
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.

CORRESPONDING AUTHOR:
Ntokozo Mthembu, P.O. Box 392, UNISA, 0003, SOUTH AFRICA. E-mail: mthemnc@unisa.ac.za.

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