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Displaying the 15 latest comments.
Submitted | first-name | support | concern | message |
|---|---|---|---|---|
2026-09-06 03:20:13 +02:00 | Basson | No I do not | General / All Grades (Overall Concerns) | |
2026-08-31 09:32:39 +02:00 | Chene | No I do not | General / All Grades (Overall Concerns) | ABSOLUTELY NO. ?? I strongly oppose the proposed Draft New History Curriculum and Assessment Policy Statementsin its current form. I absolutely believe our children should learn African history. They should learn about Great Zimbabwe, Mali, Ethiopia, African kingdoms, archaeology, oral traditions and the many African contributions to world history. Our children deserve to know their heritage. But history education must be about truth, evidence and the full historical picture — not about replacing one selective narrative with another. I am deeply concerned about an African-centredapproach becoming a framework in which history is selected, interpreted or taught primarily through one particular ideological lens. South African children come from diverse backgrounds and deserve a curriculum that presents multiple perspectives fairly and critically, without political or ideological agendas being embedded into what they are taught as historical truth. Our children must be taught the good, the bad and the uncomfortableparts of history — including African history, European history, colonialism, apartheid, communism, nationalism, Christianity, indigenous cultures, migration, conflicts, political movements, democracy and the contributions of people from different communities. Oral history has value, but oral tradition must be distinguished from independently verifiable historical evidence. Archaeology, written records, primary sources, oral testimony and other evidence should all be examined critically rather than allowing any one source to automatically become the accepted version of events. I also strongly object to children being encouraged to view history primarily through the question of *“why certain versions of history are constructed” if this becomes a vehicle for teaching political interpretations rather than teaching children how to establish what can actually be supported by evidence. Our children deserve history, not historical engineering. Teach African history. Teach South African history. Teach world history. Teach the uncomfortable truths. Teach competing perspectives. Teach children to question claims and examine evidence. But do not replace one form of historical bias with another. I call on the Department of Basic Education to ensure that the final curriculum is academically rigorous, politically and ideologically neutral, evidence-based, age-appropriate and genuinely balanced. Our children should not be taught what to think about history. They should be taught how to think about history. NO to ideological history. NO to selective history. NO to political indoctrination in the classroom. YES to evidence. YES to academic freedom. YES to balanced perspectives. YES to teaching the complete history of Africa, South Africa and the world. ?? |
2026-08-25 13:29:18 +02:00 | Annette | No I do not | General / All Grades (Overall Concerns) | |
2026-08-17 10:25:46 +02:00 | Claudette | No I do not | General / All Grades (Overall Concerns) | Govt has no say in SA curriculum, whatsoever, it is not their job to decide what need to be taught and what not to be taught. History has taught us that the SA govt cannot be trusted, they distort facts to suit their political, communist, ideology. |
2026-08-13 07:54:38 +02:00 | Lizette | No I do not | General / All Grades (Overall Concerns) | |
2026-08-12 16:37:00 +02:00 | Rudolf | Not fully | General / All Grades (Overall Concerns) | |
2026-08-12 16:34:14 +02:00 | Rudolf | No I do not | General / All Grades (Overall Concerns) | |
2026-08-06 10:29:07 +02:00 | Nkosinathi | Yes I do | No concern, I Support the Amendments | |
2026-08-03 16:20:06 +02:00 | Robert | No I do not | General / All Grades (Overall Concerns) | |
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 |
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: