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This book offers an important contribution to the field of curriculum studies and higher education by examining the impacts of colonialism and neoliberalism in the South African education system and addressing ways to decolonise curriculum and teaching. Drawing on Pinar's work in curricular theory, the authors call for integrating self-reflective curriculum development into the national curriculum process to promote indigenous education and knowledge.

This book presents a critical examination of post-colonial curriculum transformation across seven African nations. This comprehensive analysis interrogates whether educational systems in South Africa, Egypt, Cameroon, Nigeria, Zimbabwe, Namibia, and Ghana have successfully decolonized their curricula or remain entrenched in Western epistemological and ontological frameworks despite political independence. Through rigorous investigation of curriculum policies and pedagogical practices, the authors analyze the complex dynamics of educational reform in post-colonial African contexts. The work...