ABSTRACT
This chapter focuses on the way in which the Cape Education Gazette and Natal Native Teachers’ Journal constructed the role of teachers, and the meaning of curricular adaptation through a comparison of curricula. Teacher education usually forms a section within general works written within the dominant historiographical trends, differentiated into settler, liberal and radical perspectives. These provide insights into different aspects of the system, but relational histories linking both the transnational and the different segregated components of the system are rare. Curricula for the preparation of teachers in South Africa were thoroughly entangled with and drew their inspiration from wider colonial projects. The community and broader social role of African teachers is, however, underscored in the Native Primary School: Handbook of Suggestions. The draft first year of the Lower Primary Teachers’ Certificate for Africans was published in 1921 and amended in 1923, while the second and third years were published in 1925.
