Curriculum Reform in Transitional Justice Environments: The South African Human Rights Commission, Human Rights Education and the Schooling Sector

Abstract

This chapter explores the role of the South African Human Rights Commission (SAHRC), established in 1995, in promoting human rights education within the schooling system in a transitional context. In the South African post-apartheid environment, the widespread discourse on human rights – linked with the new Constitution, legal reforms and compliance with international standards – facilitated a review of the entire education system, including the curriculum, resourcing of schools and bringing the various racially segregated departments together in one education system. We focus our attention in presenting and analyzing the effort to infuse human rights content and values within the curriculum reform efforts as part of the strategy of reconstruction of South African society. In this chapter we will show that there were competing forces influencing curriculum reform, with the SAHRC’s more ambitious goal to have “transformative” HRE infused throughout the curriculum reduced to one that was less ambitious in both scope and depth.

Appendices

Appendices

Appendix A: Human Rights and Inclusivity Checklist for Social Sciences (Grade 9)

Has the (revised) national curriculum statement for the Social Sciences taken the following into account?

• 1. Balanced portrayal of historical events

• 2. The evolution of human rights in SA and elsewhere

• 3. The history of human kind as a history for the struggle for human rights

• 4. Human Rights and Responsibilities

• 5. Constitutional developments as central to history presentations

• 6. Building political efficacy and skills

• 7. Participation in political life

• 8. Political and Civil Rights Movements

• 9. International human rights instruments

• 10. Convention on the Rights of the Child, SA Bill of Rights and Constitution

• 11. Diversity and National Identity

• 12. Cultural and ethnic diversity

• 13. Minority groups, indigenous people and other vulnerable groups (children and child labour)

• 14. Refugees and non-nationals

• 15. History and Herstory: History, Women and Gender

• 16. Challenging myths, stereotypes and discrimination

• 17. Unequal patterns of distribution (land, income, resources, etc.)

• 18. Unequal patterns of service delivery (rich and poor)

• 19. Unequal trade relations

• 20. Global economic arrangements and its impact on development

• 21. Population movements, wars, displacements, forced removals, forced populations movements, refugees

• 22. Environmental, natural, political and economic disasters and its impact on the enjoyment of human rights

Does the statement and performance and assessment exemplars require learners to:

• Develop the social, civic, constructive and critical thinking skills necessary to effectively participate in civic life

• Obtain the knowledge and understanding that will enable them to respect the rights and responsibilities of all citizens, refugees and non-nationals

• Understand history as the struggle for justice, peace and human rights

• Develop understanding and respect for different culture and traditions across the world

• Demonstrate the use of personal responsibility

• Develop civic, social and environmental responsibilities including the knowledge and skills to make informed decisions

• Avoid stereotyped terminology

• Trace the sources and explain the nature of bias, prejudice and discrimination

• Challenge prejudice and discrimination

• Use communication as an effective tool for relationship building

• Recognise the value of the diversity

• Engage in/practice multilingualism

• Engage in ongoing exchange of ideas, information or feelings within a social, interactive and multicultural context

• Examine the economic and social consequences of current and historical injustices caused by biased beliefs and actions

• Listen actively and critically

• Identify, analyse and critique the nature and sources of bias

• Engage in activities in order to discuss, demonstrate, present, communicate, share, express, collaborate, explain, retell, restate, justify, summarize, elaborate, compare, contrast, question, reflect, debate, predict, synthesize, respond, defend, converse, connect, clarify, correlate, report, translate, display, create and conclude on human rights and inclusivity issues?

Source: Keet, A. et al. (2001). Guidelines Document: The National Curriculum Statement and the Promotion and Protection of Human Rights, Values and Inclusivity. Unpublished. Retrieved from: http://www.andrekeet.co.za/wp- content/uploads/2014/09/Keet-et-al-Human-Rights-in-the-South-African-Schools-Curriculum-HRI-WG-Guidelines-GET.pdf

Appendix B: Exit-Level Outcomes: Human Rights and Responsibilities

By the end of grade 9 learners will be able:

• (a) Demonstrate an awareness of the evolution of human rights.

• (b) Display the capacity and skills to access human rights protection mechanisms, nationally and internationally.

• (c) Express, debate, evaluate, take and defend positions on human rights and responsibilities with regard to contemporary challenges (e.g. crime, environment, poverty, discrimination).

• (d) Garner, analyze and reflect on information and take part in human rights debates.

Exit-Level Outcomes: Principles, Values and Attitudes

By the end of grade 9 learners will be able to:

• (a) Explain, express and justify the importance and meaning for all citizens to hold shared values and principles.

• (b) Identify ways people can work together and work with others to promote the shared values and principles of the nation within the context of diversity.

• (c) Describe conflicts among the fundamental values and principles.

• (d) Explain the necessary conditions for develo** constitutional democracy and their responsibility within it.

• (e) Know the principle of inclusivity as a human rights principle aimed at eradicating discrimination.

• (f) Demonstrate sensitivity towards other people and the environment.

Exit-Level Outcomes: Participatory Citizenship, Civics and Governance

By the end of grade 9 learners will be able to:

• (a) Know about and explain the functions of government and its structure, possibilities and limitations.

• (b) Explain democratic and participatory citizenship and identify and demonstrate ways in which individuals and communities can take up civic and environmental responsibilities.

• (c) Express themselves as South African, African and world citizens with national, regional and global responsibilities.

Source: Keet, A. et al. (2001). Guidelines document: The national curriculum statement and the promotion and protection of human rights, values and inclusivity. Unpublished. Retrieved from: http://www.andrekeet.co.za/wp-content/uploads/2014/09/Keet-et-al-Human-Rights-in-the-South-African-Schools-Curriculum-HRI-WG-Guidelines-GET.pdf