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Decolonising and Africanising the Further Education And Training (FET) history curriculum in South Africa (Grades 10-12): integration of heritage sites and institutions of memory in the Western and Eastern Cape
The politics of heritage have progressively played a critical role in South African socio-political life since 1994. As an example, heritage institutions have played a major role in re-centring histories that were pushed to the periphery within the decolonisation discourse in post-Apartheid South Af...
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| Format: | Thesis |
| Language: | English English |
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ASL: African Studies and Linguistics
2026
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| _version_ | 1867613140555923456 |
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| access_status_str | Open Access |
| author | Phunguza, Sibongiseni |
| author2 | Bam-Hutchison, June |
| author_browse | Bam-Hutchison, June Phunguza, Sibongiseni |
| author_facet | Bam-Hutchison, June Phunguza, Sibongiseni |
| author_sort | Phunguza, Sibongiseni |
| collection | Thesis |
| description | The politics of heritage have progressively played a critical role in South African socio-political life since 1994. As an example, heritage institutions have played a major role in re-centring histories that were pushed to the periphery within the decolonisation discourse in post-Apartheid South Africa. Heritage has therefore also been seriously considered in the decolonisation of education in South Africa, especially in teaching History as a subject. This thesis critically analyses the integration of heritage sites and institutions of memory into the FET (grades 10-12) history curriculum, and how this integrated process of knowledge production could contribute towards building an Africa-centric curriculum. It argues that by centering African heritage sites and institutions of memory in knowledge production and education, the FET history curriculum can be radically decolonised and shifted towards indigenous knowledge prioritisation. The thesis explores two aspects in this argument: (1) How could we integrate heritage sites and institutions of memory into the FET history curriculum and (2) how could we teach topics that are covered in the curriculum by using African-informed foundations of research and knowledge production. The thesis argues that these two processes are interdependent and intersectional in nature. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/42588 |
| institution | University of Cape Town (South Africa) |
| language | English eng |
| last_indexed | 2026-06-10T12:31:24.573Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2026 |
| publishDateRange | 2026 |
| publishDateSort | 2026 |
| publisher | ASL: African Studies and Linguistics |
| publisherStr | ASL: African Studies and Linguistics |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/42588 Decolonising and Africanising the Further Education And Training (FET) history curriculum in South Africa (Grades 10-12): integration of heritage sites and institutions of memory in the Western and Eastern Cape Phunguza, Sibongiseni Bam-Hutchison, June Further Education And Training Curriculum South Africa Western Cape Eastern Cape The politics of heritage have progressively played a critical role in South African socio-political life since 1994. As an example, heritage institutions have played a major role in re-centring histories that were pushed to the periphery within the decolonisation discourse in post-Apartheid South Africa. Heritage has therefore also been seriously considered in the decolonisation of education in South Africa, especially in teaching History as a subject. This thesis critically analyses the integration of heritage sites and institutions of memory into the FET (grades 10-12) history curriculum, and how this integrated process of knowledge production could contribute towards building an Africa-centric curriculum. It argues that by centering African heritage sites and institutions of memory in knowledge production and education, the FET history curriculum can be radically decolonised and shifted towards indigenous knowledge prioritisation. The thesis explores two aspects in this argument: (1) How could we integrate heritage sites and institutions of memory into the FET history curriculum and (2) how could we teach topics that are covered in the curriculum by using African-informed foundations of research and knowledge production. The thesis argues that these two processes are interdependent and intersectional in nature. 2026-01-16T10:02:18Z 2026-01-16T10:02:18Z 2025 2026-01-15T11:47:26Z Thesis / Dissertation Masters Masters http://hdl.handle.net/11427/42588 en eng application/pdf ASL: African Studies and Linguistics Faculty of Humanities University of Cape Town |
| spellingShingle | Further Education And Training Curriculum South Africa Western Cape Eastern Cape Phunguza, Sibongiseni Decolonising and Africanising the Further Education And Training (FET) history curriculum in South Africa (Grades 10-12): integration of heritage sites and institutions of memory in the Western and Eastern Cape |
| thesis_degree_str | Master's |
| title | Decolonising and Africanising the Further Education And Training (FET) history curriculum in South Africa (Grades 10-12): integration of heritage sites and institutions of memory in the Western and Eastern Cape |
| title_full | Decolonising and Africanising the Further Education And Training (FET) history curriculum in South Africa (Grades 10-12): integration of heritage sites and institutions of memory in the Western and Eastern Cape |
| title_fullStr | Decolonising and Africanising the Further Education And Training (FET) history curriculum in South Africa (Grades 10-12): integration of heritage sites and institutions of memory in the Western and Eastern Cape |
| title_full_unstemmed | Decolonising and Africanising the Further Education And Training (FET) history curriculum in South Africa (Grades 10-12): integration of heritage sites and institutions of memory in the Western and Eastern Cape |
| title_short | Decolonising and Africanising the Further Education And Training (FET) history curriculum in South Africa (Grades 10-12): integration of heritage sites and institutions of memory in the Western and Eastern Cape |
| title_sort | decolonising and africanising the further education and training fet history curriculum in south africa grades 10 12 integration of heritage sites and institutions of memory in the western and eastern cape |
| topic | Further Education And Training Curriculum South Africa Western Cape Eastern Cape |
| url | http://hdl.handle.net/11427/42588 |
| work_keys_str_mv | AT phunguzasibongiseni decolonisingandafricanisingthefurthereducationandtrainingfethistorycurriculuminsouthafricagrades1012integrationofheritagesitesandinstitutionsofmemoryinthewesternandeasterncape |