Concerns have been raised over the inclusivity of a proposed Afrocentric history curriculum, with critics warning that it may not fully reflect the experiences of all South African communities.
The draft curriculum for Grades 4 to 12 places a strong emphasis on South African and African perspectives in the teaching of history. While the approach has been welcomed as a step towards decolonising education, some stakeholders argue that it does not adequately capture the histories of Indian and coloured South Africans.
Selvan Naidoo from the 1860 Heritage Centre described the revisions as a significant move towards transforming education from a colonial tool into a platform for reclaiming cultural heritage. However, he noted that key historical elements remain underrepresented.
Naidoo acknowledged that the inclusion of indentured labour history in Grades 7, 8 and 9 is a positive development. However, he highlighted what he described as critical omissions in the higher grades.
He pointed to Grade 11 in particular, where the curriculum focuses heavily on Atlantic Ocean slavery, arguing that it should also incorporate the history of Indian Ocean slavery, especially within the South African context.
“For South Africans, we cannot exclude Indian Ocean slavery because more than half of the slaves brought to the Cape originated from regions such as South Asia, Madagascar, Mozambique and India,” Naidoo said.
He further argued that the curriculum should include the role of entities such as the Dutch East India Company in the Indian Ocean slave trade, as well as place greater emphasis on Indian indenture during this period.
Naidoo also called for a broader exploration of the relationship between slavery and indentured labour, suggesting that this connection should be more clearly reflected in the Grade 11 syllabus.
In addition, he raised concerns about the limited focus on resistance movements, noting that current revisions highlight resistance linked primarily to Atlantic slavery while overlooking forms of resistance within the Cape.
He cited cultural expressions such as the Cape Minstrel Carnival as examples of historical resistance that are not adequately represented.
Naidoo warned that such omissions risk alienating learners by excluding significant aspects of their heritage.
“Excluding these histories makes it difficult for many South Africans to see themselves reflected in the curriculum,” he said, adding that Indian Ocean slavery and forms of resistance within the Cape should be incorporated into both Grade 11 and Grade 12 syllabi.
The debate comes as education authorities continue to review the proposed changes, with calls for a more inclusive approach that reflects the full diversity of South Africa’s past.