One of the enduring memories I have of my life in high
school is of my then young brilliant Grade 10 History teacher holding the
textbook warning us (paraphrased): “I will teach you this, but just remember
that most of it is not history, it is lies”. At that moment I recognised the
contested and political nature of the school curriculum.
The conversations about the ‘crisis in education’ often
focus on the appalling environment in which teachers and learners are placed in
developing and poor countries. South Africa is no different in this regard. If
it is not the image of the teacher standing in front of over a hundred students
in a small class room with barely any space to pace up and down to get better
acquitted with the learners, it is often the lack of delivery of textbooks,
chairs/desks and other important material that create an environment that
allows teachers and learners to get on with engaging the curriculum offered to
them. In this context, it is easy to assume that curriculum is also another
aspect of the crisis. This is why I have been most surprised to see the
substantive transformation of the high school curriculum which, in the midst of
everything else that is not functioning well in education, is often overlooked.