This paper outlines the rationale of Bantu education that was available for South African Blacks from 1953 to 1992. The paper is of the opinion that challenges of constructing a new education system in post-apartheid ...This paper outlines the rationale of Bantu education that was available for South African Blacks from 1953 to 1992. The paper is of the opinion that challenges of constructing a new education system in post-apartheid South Africa cannot be fully grasped without a proper understanding of the pervasive impact of Bantu education on the majority for a period of almost 60 years. It also discusses the educational vision and goals of the important organizations in the liberation movement such as the African National Congress, the Azanian People＇s Organization, and the Pan Africanist Congress that continue to shape educational debates in the present educational reform context. The paper argues that the present curriculum by its very history and origins does not address the problems that have been created by the ideology of the former South African education system. Salient to these problems is the over-emphasis on Christian/European education that is not realistic in many regions of South Africa. The paper argues that curriculum has to reflect the cultural and racial diversity in South Africa, and further suggests that all languages and cultures in South Africa are essential in the building of an anti-racist and anti-sexist society. The monitoring of academic activity in a democratic education system can be confusing to teachers who have been trained within the confines of an apartheid （Bantu） education. The paper therefore suggests that more funds will have to be put aside by the government to upgrade the pedagogical approach of teachers so that they can be able to deal with their new role of leadership and the developing of content, and tackle issues of sexism/racism both in and out of the classroom.展开更多
文摘This paper outlines the rationale of Bantu education that was available for South African Blacks from 1953 to 1992. The paper is of the opinion that challenges of constructing a new education system in post-apartheid South Africa cannot be fully grasped without a proper understanding of the pervasive impact of Bantu education on the majority for a period of almost 60 years. It also discusses the educational vision and goals of the important organizations in the liberation movement such as the African National Congress, the Azanian People＇s Organization, and the Pan Africanist Congress that continue to shape educational debates in the present educational reform context. The paper argues that the present curriculum by its very history and origins does not address the problems that have been created by the ideology of the former South African education system. Salient to these problems is the over-emphasis on Christian/European education that is not realistic in many regions of South Africa. The paper argues that curriculum has to reflect the cultural and racial diversity in South Africa, and further suggests that all languages and cultures in South Africa are essential in the building of an anti-racist and anti-sexist society. The monitoring of academic activity in a democratic education system can be confusing to teachers who have been trained within the confines of an apartheid （Bantu） education. The paper therefore suggests that more funds will have to be put aside by the government to upgrade the pedagogical approach of teachers so that they can be able to deal with their new role of leadership and the developing of content, and tackle issues of sexism/racism both in and out of the classroom.
