Science Education and Pedagogy in South Africa' is a contemporary contribution that entices science teachers to `re-examine' or `rethink' the pedagogical strategies they use in their teaching.

Science Education and Pedagogy in South Africa' is a contemporary contribution that entices science teachers to `re-examine' or `rethink' the pedagogical strategies they use in their teaching.

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.