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Displaying the 5 latest comments.
Submitted | first-name | support | concern | message |
|---|---|---|---|---|
2026-05-06 14:39:34 +02:00 | Don | No I do not | General / All Grades (Overall Concerns) | |
2026-05-06 14:39:32 +02:00 | Brian | No I do not | General / All Grades (Overall Concerns) | History must not be used for political purposes. Established facts only should be taught as they relate to the practical needs of the people. The proposals are not inherently wrong but how they are applied in the syllabus is critical. |
2026-05-06 14:39:18 +02:00 | Lynette | No I do not | General / All Grades (Overall Concerns) | African-centred Philosophy would be fine if it comprised, say, 30% of the curriculum. We need a broad-based approach which features all relevant philosophies which form the basis of our South African history. I feel that bias and indoctrination would inevitably follow if only the African-centred philosophy was followed. Give ALL points of view and allow the learners to then formulate their own world view. |
2026-05-06 14:39:14 +02:00 | Andre | No I do not | General / All Grades (Overall Concerns) | |
2026-05-06 14:38:52 +02:00 | David | Not fully | Grades 10 – 12 (FET Phase) | Africa has a rich and robust history and I hope it is taught fully. The enslavement of the African persons by the Arabs and their sale to the Europeans via Zanzibar. The growth of the Zulu nation and the history of Shaka and Mazilikazi. The development of the African nations during colonialism and their subsequent destruction since independence. The great nation that Egypt was at the time of the birth of Christ and how it has self destructed since the domination of Islam. There is much for the peoples of Africa, of all races, to learn about this magnificent continent of ours. |
Supporters of the draft proposals generally focus on the need for social transformation and a more representative narrative of human history.
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- Correcting Historical Bias:
Supporters argue that the current curriculum remains too focused on Eurocentric frameworks and the “achievements of white people,” leaving the vast and rich history of Africa marginalized. - Recovering Silenced Voices:
By intentionally including oral history and archaeology, the new curriculum can recover the experiences of groups whose history was never recorded in traditional colonial archives, such as women and the working class. - Developing Critical Thinkers:
The shift from “rote and uncritical learning” to an enquiry-based model is seen as a way to equip students with the analytical tools to identify bias, propaganda, and ideology in any historical source. - A Broader Worldview:
Supporters point out that “African-centred” does not mean “only Africa”; it means viewing the entire world (including the Americas, Asia, and Europe) from an African vantage point to foster a global consciousness.
- Correcting Historical Bias:
Opponents and concerned groups often raise questions regarding the balance, reliability, and potential for ideological framing in the new draft.
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- Concerns over Omissions:
Many groups are concerned that by shifting the focus so heavily toward ancient African civilizations, essential elements of world history or modern South African history (such as the full scope of the Boer Republics or the Renaissance) may be under-emphasized or omitted. - Reliability of Evidence:
Critics have questioned whether relying on “memory” and oral traditions is as academically rigorous as using written records, raising concerns that this could lead to a less objective teaching of facts. - Content Overload:
There is a recurring concern among educators that the curriculum is already overburdened. Adding deep dives into archaeology and complex ancient civilizations may make it difficult for teachers to cover the necessary material in the allocated time. - Ideological Risks:
Some argue that a curriculum focused on “social transformation” risks becoming a tool for political or social engineering, rather than a neutral, academic pursuit of the past.
- Concerns over Omissions: