Revitalizing Indigenous Knowledge Integrating Local Wisdom into Language and Literacy Curriculum

Abstract

This study examines teachers' perspectives on curriculum decolonization in post-apartheid South African schools, investigating how educators understand, implement, and navigate tensions inherent in transforming colonial educational legacies. Through qualitative interviews with forty-two secondary school teachers across diverse South African provinces, the research explores teachers' conceptualizations of decolonization, their pedagogical strategies for centering African epistemologies, and challenges they encounter in implementation. Findings reveal that while teachers broadly support decolonization principles, they struggle with practical implementation due to limited resources, insufficient professional development, and tensions between decolonial aspirations and examination requirements emphasizing Western knowledge frameworks. Teachers identified three primary approaches: incorporating African indigenous knowledge systems, critically interrogating colonial narratives, and centering African languages in instruction. The study highlights persistent structural barriers including textbook limitations, assessment frameworks privileging Eurocentric content, and teacher education programs inadequately preparing educators for decolonial pedagogy. Results underscore the necessity of systemic support including curriculum revision, appropriate teaching materials, and comprehensive teacher professional development to realize decolonization beyond rhetorical commitment.