Post Covid-19: Exploring the decolonisation factor in a Mathematics classroom in South African schools
Nozuko Nqabeni 
and Andrea Mqondiso Buka
Issue: Vol.4 No.3 March 2023 Article 9 pp.287-299
DOI: https://doi.org/10.38159/ehass.2023439 | Published online 17th March, 2023
© 2023 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
In all its efforts, the current South African regime advocates equal and quality education with its educational reforms in particular. However, adapting the curriculum for the previously oppressed in the classroom as the language of the colonist still dominates post the Covid-19 pandemic. It is imperative that Africanisation of the curriculum could be effectively implemented especially in Mathematics classes since the subject is viewed as a scarce skill. Currently, reports indicate that learners are performing poorly in languages and Mathematics. In this theoretical paper, the authors argue that if strategies addressing teaching beyond Covid-19 are embedded in principles of decolonisation and Africanisation are properly addressed in the teaching and learning of Mathematics, the above gloomy picture can be changed for the better. In that process, aspects and issues that can be barriers to learners, namely, the background culture of the learner, language and socio-economic factors need to be addressed. To effect this in the classroom, meaningful Mathematics teaching and learning in this era post covid-19, the authors believe and advocate that constructivist theory can be of benefit. This theory incorporates community and school ecosystems, which can engage various stakeholders in the development of Mathematics learners. This paper posits that within the constructivist theory, teachers will be employing both their Mathematics content knowledge (MCK) and pedagogical content knowledge (PCK) in teaching to advance decolonisation and Africanisation of curriculum.
Keywords: Africanisation, collaboration, collegiality, effectiveness, Mathematics, pedagogy
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Nozuko Nqabeni is a Masters student at the Walter Sisulu University. She is also a fulltime professional teacher in the Department of Basic Education, Eastern Cape, South Africa.
Andrea Mqondiso Buka is currently a Senior Lecturer at the Faculty of Education in the continuing professional teacher development at Walter Sisulu University, Mthatha, Eastern Cape, South Africa. His research focuses on inclusive education and educational management and policy, especially psycho-pedagogical research.
Nqabeni N. and Buka, A.M. “Post Covid-19: Exploring the decolonisation factor in a Mathematics classroom in South African schools,” E-Journal of Humanities, Arts and Social Sciences 4, no.3 (2023): 287-299. https://doi.org/10.38159/ehass.2023439
© 2023 The Author(s). Published and Maintained by Noyam Publishers. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
