AFROCENTRIC PEDAGOGY APPROACH IN THE CURRICULUM OF EDUCATIONAL SYSTEM RENEWAL IN AFRICA: A CASE OF SOUTH AFRICA

Abstract

The purpose of this paper is to conceptualize in greater detail the educational system approach that is being imposed into African countries, South Africa as a case in point. Over the past years, Sub-Saharan countries have and still experience indoctrinated educational system in which the content is mimicked from purported hegemonic states such UK, USA and other western counties inter alia. The problem of education retrogrades from the prior independence of African countries in the early 1960s wherein, the colonial masters organized and silently played a crucial role in shaping the formation of education in Africa; and not much has changed in terms of education since then. A particular concern is that the system of education might have designed to impoverish African people and perpetuate dependency to the western nations. Hence, at the core center of the educational system is the curriculum which seem to be inevitable and requires an alteration, particularly in South Africa. Therefore, the outlook of this paper is to critique and interrogate the system of education in South Africa looking at the socio-economic development and a continuous alteration in respect of the curriculum. The paper shows that for the realization of African renaissance, ideals of Africa Agenda 2063 and accelerated development, the system of education must be transformed and be Africanized to benefit the people of Africa. The paper uses literature-based approach as a methodological framework in order to analyze the status quo of education in South Africa. The paper concludes and recommends that the transformation of current educational system requires an alteration to the inclusive of indigenous knowledge to vigorously respond to socio-economic woes in Africa. Furthermore, the paper advocates for indigenous knowledge consideration in the incessant curriculum renewal.