Curriculum Reform for Social Justice: A Policy Historiography of Transformation, Lesotho, Zimbabwe, and South Africa

• In Event: Curriculum and Policy Reform From a Worldwide Perspective

Abstract

The call for social justice in education has been echoed for many decades across the globe. Tapping into the framework of policy genealogy, this qualitative historiography teases the evolution of curriculum reform policy in three post-colonial states – Lesotho, Zimbabwe and South Africa. Using primary and secondary documents this theoretical paper juxtaposes post-colonial curriculum reforms initiated in search for social justice. Although contexts and time frames differ, some common policies were enacted to attain equitable education. The three countries are currently pursuing similar reform trajectories to decolonise the curriculum and empower learners for a globalised world. The common policy changes are a response to the shared legacy of colonial injustice, educational inequality and a largely irrelevant curriculum inherited from colonialism.

Authors

• Godsend Tawanda Chimbi, University of the Free State

• Loyiso C. Jita, University of the Free State