Transforming education in South Africa: paradigm shift or change?

Abstract

The transformation of the content of the educational curriculum in South Africa is an imperative of historical justice. Though the final constitution of South Africa represents a substantive improvement on the rights condition of many South Africans, it is at the same time an impediment to transformation. This is because it is not vested with credentials that make it a truly homegrown South African constitution. At the same time bounded reasoning in its aspect of impermeable boundaries renders the quest for transformation impossible. It is therefore urged that dialogue from within the permeable boundaries of all those involved is the optimal way to pursue the transformation of the content of the educational curriculum.



(South African Journal of Higher Education: 2003 17 (3):137-143)