ABSTRACT
Introduction With the transition to democracy in South Africa in 1994 came the imperative to reform what was a highly inequitable system of education provision. Changing the curriculum was regarded as a crucial lever for fostering the ideals of the new nation – for creating a new citizenry and for re-inserting South Africa into a global context. e new curriculum that was constructed departed radically from what had gone before. It was underpinned by strong social goals which aimed to address past inequalities and foster human rights and democracy in every sphere – including what was learnt and how. While the political project of the new curriculum was very clear, its pedagogical shortcomings soon became evident. Within a short time this new curriculum was revised. And once again, within a relatively short period of time a©er the implementation of the revised curriculum, the national curriculum was once again reviewed. is chapter considers these processes of curriculum reform, considering the nature of the changes and the underlying logic of the shi©s that were made in the course of the reforms.
