Grappling With Curriculum Decolonisation in South African Primary Schools: The School Managers' Perceptions.
This study aimed to explore the South African school managers (principals) perceptions of how they cope with the contested view of curriculum decolonization. Situated in the pragmatic and phenomenological paradigm, the study adopted a mixed approach and utilizes a descriptive phenomenological design...
| Publicado en: | Academicus no. 32; pp. 66 - 84 |
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| Formato: | Artículo |
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Academicus
2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=186740386&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 186740386 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 20793715 BK4T jtl: Academicus issn: 20793715 maglogo: N pubinfo: dt: 2025 iid: 32 pid: 68858 pub: Academicus artinfo: ui: 186740386 10.7336/academicus.2025.32.06 ppf: 66 ppct: 18 formats: fmt: @attributes: type: P size: 2.8MB tig: atl: Grappling With Curriculum Decolonisation in South African Primary Schools: The School Managers' Perceptions. aug: au: Moodley, Nageshwari Pam affil: Wits School of Education, Curriculum division University of Witwatersrand, South Africa su: Inferential statistics Decolonization Primary schools Basic needs Democracy Pragmatics sug: subj: Inferential statistics Decolonization Primary schools Basic needs Democracy Pragmatics keyword: Curriculum decolonisation discourses school managers transformation ab: This study aimed to explore the South African school managers (principals) perceptions of how they cope with the contested view of curriculum decolonization. Situated in the pragmatic and phenomenological paradigm, the study adopted a mixed approach and utilizes a descriptive phenomenological design to examine the school managers lived experiences of the curriculum decolonization agenda in their schools. A total of 20 participants was sampled for the data generation process, which followed the completion of unstructured questionnaires. The qualitative data were analysed thematically while quantitative data was analysed using inferential statistics. The key conclusion arrived at was that true freedom has not yet been obtained in South Africa given that genuine curriculum transformation towards decolonization has not happened at the required rate and the country is still reeling in a state in which the non-achievement of goals set out at the dawn of the democracy really need a critical re-examination. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Academicus is the property of Academicus and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Academicus holder: Academicus dt: @attributes: year: 2025 holdings: @attributes: islocal: N |
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