Political change, social integration and curriculum: A South African case study

After reviewing general developments in education in South Africa, this paper reports a case study of the perceptions of principals of traditionally African schools on social change, and on how their schools were responding in terms of curriculum change. The case study, which was conducted in the Pietermaritzburg region of KwaZulu-Natal, explored the social context of opportunity and constraint within which a new curriculum for a 'New South Africa' will be realized. The most striking feature of principals' perspectives was a vivid disjuncture between progressive educational and political rhetoric, and adherence to new right thinking around efficiency, expert-driven systems and resourcing. The principals' essential conservatism and the constraints surrounding their situation in African schools suggest that meaningful curriculum change in a democratic South Africa will not easily be achieved.