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Displaying the 15 latest comments.
Submitted | first-name | support | concern | message |
|---|---|---|---|---|
2026-07-22 12:39:08 +02:00 | Lizaan | No I do not | General / All Grades (Overall Concerns) | 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. |
2026-07-21 17:48:17 +02:00 | Jacqueline | No I do not | General / All Grades (Overall Concerns) | |
2026-07-21 16:09:09 +02:00 | Serati | No I do not | General / All Grades (Overall Concerns) | |
2026-07-21 10:11:33 +02:00 | Dezire | No I do not | General / All Grades (Overall Concerns) | |
2026-07-19 19:45:10 +02:00 | Graeme | No I do not | General / All Grades (Overall Concerns) | Nazi's were less brazen than this. But that would require an understanding of history. Sadly, re-writing history, to suite the whims of a ruling party, does not mean that the history is true. Satan truly has his hands on his children, where absolute racism and arrogance rule. Truth is truth, it is recorded, not guessed at , or manipulated, according to the latest, "supposed" technology or fad invention, calibrated to suite the governing rule. If there is no recorded history, there is no history. The next thing you'll have people beliving in, is evolution and the big bang theory, pure figments of the imagination |
2026-07-19 19:33:14 +02:00 | Graeme | No I do not | General / All Grades (Overall Concerns) | What an absolute abuse of power and the pure arrogance of a dictatorship beyond the scope of naziism. The pure racism and egotism of a fake government such as the fools proclaiming their supposed intelligence, such that they believe they have the power to re-write history to suite the own falsehoods, is disgraceful beyond even Satan's standards |
2026-07-16 16:22:15 +02:00 | Kenneth | No I do not | General / All Grades (Overall Concerns) | |
2026-07-15 17:12:53 +02:00 | Liza | No I do not | Other | 1. General Stance I strongly object to the Draft New History Curriculum in its current form. While the Department of Basic Education states there are "no preconceived outcomes," the framework as presented risks alienating specific South African communities. I am deeply concerned that my culture and history will not be represented accurately, fairly, or at all under this proposed policy. 2. Key Objections Exclusion of Minority and Local Histories: By heavily shifting the focus to specific ancient African kingdoms (such as Mali and Ethiopia), the curriculum risks neglecting the diverse, localized histories and cultures of all demographic groups within South Africa. Risk of Historical Inaccuracy: Relying on new, unstandardized methods like oral history without rigorous, universally accepted safeguards introduces high subjectivity. This opens the door for specific cultural histories to be distorted, misconstrued, or entirely erased based on who is capturing the narrative. Lack of Proportional Representation: A national curriculum must reflect all its citizens. This draft fails to guarantee that smaller or historically distinct cultural groups will receive equitable and respectful coverage. 3. Direct Recommendations Mandate Cultural Inclusivity: The DBE must explicitly include a diverse, balanced registry of South African cultural histories across all grade bands so no community is left out. Strict Fact-Checking Protocols: Establish rigorous, transparent oversight committees involving independent historians from all cultural backgrounds to verify curriculum content. Localised History Modules: Allow schools or provinces the flexibility to teach localized cultural history modules, ensuring minority voices are preserved and taught accurately. |
2026-07-15 09:53:42 +02:00 | Mike | No I do not | General / All Grades (Overall Concerns) | |
2026-07-14 08:13:50 +02:00 | Thys | No I do not | General / All Grades (Overall Concerns) | White history matters just as much. |
2026-07-13 05:48:42 +02:00 | Johannes | No I do not | Other | The method of interpreting history opens it up to push a false narrative. |
2026-07-12 23:00:01 +02:00 | Pieter | No I do not | General / All Grades (Overall Concerns) | |
2026-07-12 15:17:23 +02:00 | D | No I do not | General / All Grades (Overall Concerns) | Listen to tertiary level academics’ concerns. There is a real risk of institutionally embedded imbalance. Here’s a thought. Learner’s only have to achieve 40% skill level in their home language and 30% in other subjects to pass and we are discussing a key curriculum component - objective critical thinking??? |
2026-07-09 20:28:30 +02:00 | Willem | No I do not | General / All Grades (Overall Concerns) | |
2026-07-09 07:07:16 +02:00 | Annie | No I do not | General / All Grades (Overall Concerns) |
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: