ABSTRACT

This chapter focuses on better understanding the complexities involved in contemporary debates about decolonising the curriculum. The issues relating to decolonising the curriculum are, however, complex and involve negotiating different understandings of epistemic justice. Education is identified as a key institution in relation to the pan-Africanist vision. It is seen as the basis for reproducing dominant Western cultural forms. The idea that knowledge is socially constructed and hence relative has also been given an impetus by the development of postmodernism and poststructuralism. Instrumental approaches are also often concerned, however, with the role of language as a basis for national unity. Rights-based approaches may also serve as a point of reference for policy makers. A key barrier to the development of linguistic capability at a school level is the capability of teachers to implement appropriate language-supportive pedagogy. This relates both to their own multilingual capabilities and to their pedagogical knowledge of how to develop multilingual capability in learners.