Is the South African grade 8 and 9
Social Sciences Curriculum Promoting
the Democratic Values of the South
African Constitution?
By
Khethakuthula Lindokuhle Nduduzo
Ndumo
Submitted in fulfillment of the requirements for the
degree of Bachelor of Education Honours (Social
Science Education) at the
University of KwaZulu-Natal
Supervisor:
DR Maserole Christina Kgari-Masondo
October 2018
Declaration
I Khethakuthula Lindokuhle Nduduzo Ndumo (214534031),
 Declare that this research project contains work as of my own ideas and thoughts as
reported
 I acknowledged other authors work I utilized in backing up my work with evidence as
I referenced their ideas.
 Where I used other authors work or sources as direct without making any changes, I
acknowledged their work by using direct quotation marks and referencing their
accepted wisdom.
 The research report has not been submitted for any other purposes either than the
fulfillment of honours degree in education.
 The research project has not been submitted to any other institution either than the
University of KwaZulu-Natal.
__________________________
Khethakuthula Lindokuhle Nduduzo Ndumo
As the supervisor of the candidate I hereby accept the submission of the project for
examination
___________________________
Maserole Christina Kgari-Masondo
October 2018
DEDICATION
This work is dedicated to all who aim to improve the quality of the South
Africans Education.
ACKNOWLEDGEMENT
I would like to take this opportunity to thank my mother Lucy Philisiwe Ndumo,
my uncle Eric Ndumo, my late grandmother for raising me the way you did. You
taught me discipline and loyalty, and without your teaching I would not have been
able to be where I am today.
This world is full of challenges from spiritual to physical challenges, but with
uMvelinqanga, Idlozi lami, and iNkosi uShembe uNyazi lweZulu I am able to
overcome such challenges each and every day, I therefore say Mvelinqanga,
Dlozi lami, and Nkosi uShembe Nyazi lweZulu thank you for protecting me on
this earth.
My sincere appreciation goes to my academic supervisor DR Kgari Masondo,
Thank you for believing in my ideas and encouraging me to worker harder every
day, without you this work would not exist.
Nontobeko Msomi you have been with me since day one, I thank god for your
presence in my life.
To the South African government, on behalf of all the learners you have
sponsored through financial aid schemes, thank you. You efforts are appreciated.
ABSTRACT
The purpose of this paper was to find out if the South African government is using
the Social Sciences grade 8 and 9 curriculum to spread the democratic values of
the constitution. After extensive analysis of the policies that underpin the South
African education, analysis on of the curriculum itself, and the leaner’s textbooks.
It was found that the Social Sciences grade 8 and 9 is promoting the democratic
values of the South African constitution.
This qualitative research study which falls under the interpretivism paradigm
used a desktop analysis research style to acquire the required data to answer the
research question for this paper, and the data was sampled through purposive
sampling. The sources for the literature review included journal articles, books,
policy documents, website articles, dissertations, and thesis. This study selected
Character Education Theory, and Social Learning Theory as the suitable theories
to support the results, and ideas of this research.
Key Terms: Values, constitution, Social Sciences, Social Sciences Education,
Curriculum, Hidden curriculum, History of Education
ABBREVIATIONS AND ACRONYMS
CAPS- Curriculum and Assessment Policy Statement
SS- Social Sciences
SLT- Social Learning Theory
NCS- National Curriculum Statement
RNCS- Revises National Curriculum Statement
OBE- Outcomes Based Education
CNE- Christian National Education
C2005- Curriculum 2005
PSE- Personal and Social Education
SA- South Africa
UBP- National Unity Party
USA- United States of America
MoNE- Ministry of National Education
EU- European Union
UK- United Kingdom
Table of Contents
DECLARATION.............................................................................................................ii
DEDICATION…..........................................................................................................iii
ACKNOWLEDGEMENT...........................................................................................v
ABSTRACT..................................................................................................................vi
KEY TERMS................................................................................................................vii
ABBREVIATIONS AND ACRONYMS...................................................................viii
TABLE OF CONTENTS.............................................................................................xi
Chapter One: Introduction
1.1. Background..............................................................................................................1
1.2. Context......................................................................................................................1
1.3. Rationale and motivation.........................................................................................8
1.4. Purpose and focus.....................................................................................................9
1.5. Concepts to be considered.......................................................................................10
1.5.1. Values as a concept.....................................................................................10
1.6.Theoretical framework.............................................................................................11
1.7.Chapter outline..........................................................................................................12
1.8.Conclusion..................................................................................................................12
Chapter Two: Literature Review
2.1. Introduction...............................................................................................................13
2.2. Understanding Social Science Education...............................................................13
2.2.1. What is Social Science Education? .............................................................13
2.2.2. What are the purposes of Social Science Education? .................................15
2.3. Nature of Curriculums.............................................................................................16
2.3.1. Purpose of curriculums.................................................................................18
2.4. Understanding constitutions....................................................................................19
2.4.1. What is a constitution? ...............................................................................19
2.4.2. Purpose of constitution................................................................................21
2.4.2.1 Education spreading values of governments.............................................22
2.5. Social Science curriculum in South Africa.............................................................26
2.5.1. Textbook Censorship...................................................................................35
2.6. Conclusion.................................................................................................................37
Chapter Three: Research Methodology
3. Research methodology................................................................................................37
4. Discussion.....................................................................................................................39
4.1. South African Curriculums and fostering values of the constitutions……...40
4.1.1. The Revised National Curriculum Statement…………………………..40
4.1.2. Curriculum and Assessment Policy Statements (CAPS)……………….45
4.2. White paper on Education and Training………………………………………..46
4.3. Case studies from Turkey, Iraq, and Cyprus…………………………………..47
4.4. Conclusion…………………………………………………………………………49
5. Conclusion and recommendations…………………………………………………49
Is the South African grade 8 and 9 Social Sciences Curriculum Promoting
the Democratic Values of the South African Constitution?
1. Introduction
Governments around the world use many platforms to influence the kind of citizens they want
in their countries including education (Meyer, 1995). The focus of this study is to find out if
the government of South Africa is also using education like the Social Sciences curriculum to
promote the values of the constitution. South Africa has a history of being under an apartheid
ruling government, where non-white people were discriminated on many fronts like
economically, politically, socially and environmentally. For an example the National Party
from 1948 when they came to power they used education to implement, sustain, and spread the
policies of apartheid in South Africa. The use of education as a tool to promote values of the
apartheid constitution was done through Bantu education, and Christian Education until 1994
(Msila, 2007). Turkey, Cyprus, Iraq, and Kuwait are among the countries that have used
education to influence the values of its citizens (Carnegie, 2013, Bridoux, 2011, Karahasan &
Latif, 2011, and Üstel, 2004). It has been 24 years since the end of apartheid, but could we be
seeing the very same approach of influencing citizens through education with the aim of
rectifying the mistakes made by the apartheid government?
1.1. Background and Context
This study is located in South Africa, and based on the post-apartheid context. The South
African education has a long history, and different education systems with different aims, from
pre-colonial to the present. The first system being in the pre-colonial period was the African
Education with the aims of entrenching African values on children (Seroto, 2011). Then in
1737 Missionary Education, which was linked with Christian National Education was
established to entrench colonial values of Christianity and westernisation (SA History, 2011).
With the emergence of the new democratic dispensation in 1994, the state introduced the
Outcomes Based Education (OBE) and then Revised National Curriculum and Curricullum
Assessment Policy Statement (CAPS) in order to eradicate the values of apartheid in the
education system (Msila, 2007). This shows that historically South Africa has used the
education system to deal with certain concerns the country find as not fitting the government
of the time. Thus, this research tries to investigate if the same is still happening with the current
policy the CAPS using Social Science as an example since it is my area of expertise as I am a
grade 8 to 9 teacher of the subject.
The first education system South Africa had was Indigenous African Education, which was the
education that was both formal and informal. The educational practices were through the
transmission of indigenous knowledge from an adult to child (Seroto, 2011). It was practiced
by the indigenous people of South Africa the Khoi-San and the Bantu-speaking people before
the arrival of the settlers in the Cape Colony in 1652 (Seroto, 2011, and Kaya, 2013). The
curriculum of Indigenous African Education consisted of traditions, legends and tales and the
procedures and knowledge associated with rituals which were handed down orally from
generation to generation within each ethnic group (Seroto, 2011). Children learned about work,
hunting, rituals and other cultural traits (such as trance dancing, herding and the manufacturing
of equipment) from older members of their clans, through experience and by completing tasks
such as gathering and preparing food (Seroto, 2011).
Colonisation process took place and South Africa was conquered by Britain and they
introduced Missionary Education which was the second type of the education system in South
Africa had (Christie, 1998). It was established by the colonial British government in South
Africa as a way of spreading their language and traditions in the colony, and also as means of
social control (cited in Msila, 2007). As a result colleges of education in the Cape Colony were
established, such as Lovedale, and the University College of Fort Hare under the British rule
(Msila, 2007). Mission schools established included St Matthews, Clarkebury, and other
mission schools to promote the British culture (Msila, 2007). The main political aim of
Missionary Education for (Christie, 1988) was to make Africans easily manageable and provide
labour, and make sure that Africans did not rebel against the rule of the British. Another reason
was to force Africans to also contribute to the revenue of the British colony. This is one
example of how education has certain political aims for those who consume it, the next
paragraph will discuss Christian National Education.
The third type of Education in history of South African was the Christian National Education
(CNE); According to (Coetzee, 1987) CNE was characterised by protestant Christian
principles, and was designed in a manner that would suit the culture of the children intended
to, the Afrikaner children. The key principles of CNE according to (Eeden, & Vermeulen 2005,
p. 179) included:
1. The instruction and the education of the children of European parents should be based on their
parent’s life view of the world which have a Christian foundation and are based on the Holy
Scripture (Bible)
2. Under the national principle one should love their country, language, history, and culture, and
education should be conducted through the means of religious instruction.
3.
No double medium schools – all groupings in South Africa should be separately accommodated.
4. Education to Coloured and African people is regarded as subdivisions of the vocation task of the
Afrikaans speaking Afrikaner to Christianise non-Europeans of the country.
Education of black people was based on the European’s attitude to life and to the world. From
the above principles of the CNE it is safe to say that CNE was promoting Afrikaner nationalism
through education. For instance the education system (CNE) promptly stated that Europeans
as receivers of the CNE education system should love their “country, history, language, and
culture”. The ‘country’ the CNE is referring to is the one ruled by Afrikaners, who are imposing
their language on the natives of that country. The last principle of CNE stated above stipulates
“Education to Coloured and Black people is regarded as subdivisions of the vocation task of
the Afrikaans speaking Afrikaner to Christianise non-Europeans of the country” (Eeden, &
Vermeulen 2005, p. 179). This principle confirms that the Afrikaner ruling party was using
education to Christianise the non-Europeans of the country.
The fourth education system in South Africa was the Outcomes Based Education (OBE), this
education system was introduced on two important basis, one is based on the fact that the
previous education system did not meet international standards because it was racist, and two
it was not democratic (Msila, 2007, p. 150). For OBE the important aspects were the outcomes
that learners could reap from the education they were getting. Outcomes meant “having ideas,
knowing how to make decisions, and how to solve problems” (Msila, 2007). These outcomes
enabled learners to be equipped in life and find employment (Msila, 2007). This was the results
of the OBE it was relevant especially considering that South Africa had just got international
sanctions lifted in 1994, and many work opportunities which were previously not opened for
many black people were open, and they needed the skills to access these opportunities. But
there were shortfalls OBE had like - its jargon was difficult, it did not provide sufficient time
for development of effective reading skills, and teachers were not properly trained to
implement the curriculum (Department of Education Curriculum 2005, 2004, and
Parliamentary Monitoring Group, 2000, p. 1). As a result the Curriculum 2005 was to be
streamlined, and the Department of Education reviewed C2005 “The revision of Curriculum
2005 resulted in a Draft Revised National Curriculum Statement for Grades R-9 (Schools)”
(Department of Education Curriculum 2005, 2004, p. 11)
The Revised National Curriculum Statement (RNCS) is the result of the revision of the
National Curriculum Statement (NCS, 2002). The National Curriculum Statement (C 2005)
according to (NCS, 2002, p. 2) had to be revised because “the Council of Education Ministers
agreed that the Statement of the National Curriculum for Grades R-9 should be revised in
accordance with the recommendations of the Report of the Review Committee (31 May 2000)
to streamline and strengthen Curriculum 2005’’. The Revised National Curriculum Statement
Grades R-9 (Schools) builds on the vision and values of the Constitution and Curriculum 2005
(Revised National Curriculum Statement, 2004, p.5). These principles include:
1. Social Justice, a Healthy Environment, Human Rights and Inclusivity
2. Outcomes-based Education
3. Clarity and Accessibility
4. Progression and Integration
1.1. Social Justice, a Healthy Environment, Human Rights and Inclusivity
What the principle Social Justice, a Healthy Environment, Human Rights and Inclusivity means
is that the curriculum can play an important role in creating awareness of the relationship
between human rights, a healthy environment, social justice and inclusivity (RNCS, 2004). The
principle also entails that “all Learning Area Statements reflect the principles and practices of
social justice, respect for the environment and human rights as defined in the constitution”
(Revised National Curriculum Statement, 2004, p.5).
2.1. Outcomes-based Education
The principle Outcomes-based Education considers both the process of learning, and the
content as important in the teaching and learning process, In the Revised National Curriculum
Statement Learning Outcomes and assessment standards were designed from the critical and
developmental outcomes (RNCS, 2004). The critical and development outcomes “are a list of
outcomes that are derived from the Constitution and are contained in the South African
Qualifications Act (1995)” (RNCS, 2004, p.5). These outcomes describe the kind of citizens
the education and training system should aim to create. The critical outcomes envisage learners
who will be able to:
3.1.

Identify and solve problems and make decisions using critical and creative thinking.

Participate as responsible citizens in the life of local, national, and global communities.

Be culturally and aesthetically sensitive across a range of social contexts.

Collect, analyse, organise and critically evaluate information.

Work effectively with others as members of a team, group, organisation and community.
Clarity and Accessibility
The Revised National Curriculum Statement aims at clarity and accessibility both in its design and
language, two design features, learning outcomes and assessment standards clearly define for all
learners the goals and outcomes necessary to proceed to each successive level of the system (RNCS,
2004, p.5).
4.1.
Progression and Integration
Integration ensures that learners experience the Learning Area as linked and related, It supports and
expands their opportunities to attain skills, acquire knowledge and develop attitudes and values
encompassed across the curriculum (RNCS, 2004, p.6).
The Department of Basic Education in 2012 introduced the Curriculum Assessment Policy
Statement (CAPS), which was developed to help implement the curriculum of the South
African schools (Department of Basic Education, 2018). CAPS is a single comprehensive
Curriculum and Assessment Policy document, which was developed for each subject to replace
Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines in
Grades R-12 (Department of Basic Education, 2018). CAPS is also in line with the aims of the
National Curriculum Statement, and the values embedded in the NCS. The CAPS document
fully supports the usage of the curriculum to foster the values of the constitution, CAPS
document acknowledges all the principles of the NCS, as stated below:
(a) The National Curriculum Statement Grades R-12 (January 2012) represents a policy statement for
learning and teaching in South African schools and comprises the following:
(i) Curriculum and Assessment Policy Statements for each approved school subject;
(ii) The policy document, National policy pertaining to the programme and promotion requirements of
the
National Curriculum Statement Grades R-12; and
(iii) The policy document, National Protocol for Assessment Grades R-12 (January 2012). (CAPS,
2011, p. 3)
CAPS is an integral part of the NCS and therefore promotes the values embedded in the NCS,
like democracy, social justice and equity, and reconciliation (NCS, 2002, p, 13) which are
based on constitution of the republic of South Africa as it state that “From the start of
democracy we have built our curriculum on the values that inspired our Constitution (Act 108
of 1996)” (CAPS, 2011, p. 3).
The general aims of the curriculum according to (CAPS, 2011, p.4) are to “ensure that children
acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this
regard, the curriculum promotes knowledge in local contexts, while being sensitive to global
imperatives”. The curriculum also serves the purpose of, providing access to higher education,
equipping learners irrespective of their socio-economic background, race, gender, physical
ability or intellectual ability with knowledge and skills, and values necessary for selffulfilment, and meaning participation in the country (CAPS, 2011, p.5). One cannot help but
notice the changing purposes of the curriculum in the history of South African Education, the
aims of Missionary Education, and Christian National Education both had political aspirations
which were to supress non-white people of the country, and validate the supremacy of the
ruling white governments. Then the apartheid system was abolished, the new government
based on democratic values introduced curriculums that had different aims than their
predecessors. The political aspirations of both C2005, and RNCS were similar in the sense that
they both aimed at rectifying the injustices found in the Christian National Education, thereby
focusing on teaching issues of social empowerment, removing any discrimination in the
curriculum, teaching issues of human rights, and providing all learners with the necessary skills
in participating in our country.
The South African education in the post-apartheid era has been underpinned by different white
papers that have different aspirations, and similar goals. The first white paper to underpin the
South African education was the White Paper on Education and Training Notice 196 of 1995.
This white paper was the “national policy for the reconstruction and development of education
and training” (White Paper on Education and Training Notice 196 of 1995, p. 16). According
to the white paper education should be responsible for the realisation of democracy liberty,
equality, justice and peace are necessary conditions for the pursuit and enjoyment of lifelong
learning (White Paper on Education and Training Notice 196 of 1995, p. 18). It should be a
goal of education and training policy to enable a democratic, free, equal, just and peaceful
society in South Africa because (White Paper on Education and Training Notice 196 of 1995,
p. 18). The White Paper clearly holds education as responsible for encountering the legacy of
apartheid and promoting the values underlying democracy. “The education system must
counter the legacy of violence by promoting the values underlying the democratic process and
the charter of fundamental rights…and by teaching values and skills for conflict management
and conflict resolution” (White Paper on Education and Training Notice 196 of 1995, 1995, p.
18)
The following white paper to underpin the South African education was the Education White
Paper 2 Notice of 130 of 1996 (The organisation, governance and funding of Schools). The
purpose of the white paper was to help in transforming the South Africa's pattern of school
organisation, governance and funding, which has a legacy of the apartheid system. The
Education system according to the white paper must be transformed in accordance with
democratic values and practice, and the requirements of the Constitution (Education White
Paper 2 Notice of 130 of 1996, 1996m p. 1). The principals underpinning this white paper
stipulated that the new structure of school organisation should “create the conditions for
developing a coherent, integrated, flexible national system…an improvement in educational
quality across the system, democratic governance, and school-based decision making within
provincial guidelines”(Education White Paper 2 Notice of 130 of 1996, 1996m p. 6).
During 1998 the Ministry of Education introduced the Education White Paper 4 a Programme
for the Transformation of Further Education and Training. The main purpose of this white
paper was to outline the strategies and processes involved in establishing a new coordinated
FET system. The vision of Education White Paper 4 is providing high quality education for a
learning society and the flexible development of a co-ordinated FET system and responsive
programmed and opportunities (White Paper 4, 1998). During May 2001 the Department of
Education introduced the White Paper 5 on Early Childhood Education, this white paper is
mainly focused in addressing the establishment of a national system of provision of the
Reception Year for children aged 5 years (White Paper 5, 2001). The main goal of the paper is
for all children entering grade 1 to have participated in an accredited Reception Year
Programme, this white paper then outlines how this will be achieved (White Paper 5, 2001).
With regards to education passing transmitting values of the constitution to the learners, the
Whiter Paper 5 recognises that “early years have also been recognised as the ideal phase for
the transmission of the values that are essential for a peaceful, prosperous and democratic
society” (White Paper 5, 2001, p. 9). These values include respect for human rights,
appreciation of diversity, tolerance, and justice” (White Paper 5, 2001, p. 9)
Special needs education is a challenge that needed a response from the Department of
Education, as a response the department formulated the White Paper 6 Special Needs
Education. The purpose of the White Paper 6 is to reassure the public that special schools will
be strengthened rather than abolished, the quality of education will be improved, and learners
with disabilities will be accommodated in the improved special schools (White Paper 6, 2001).
This White Paper outlines what an inclusive education and training system is, and how it is
going to be built. It also provides the framework for establishing such an education and training
system, details a funding strategy, and lists the key steps to be taken in establishing an inclusive
education and training system for South Africa (White Paper 6, 2001). The principles guiding
the strategies to achieve the vision of the White Paper accept the principles and values
contained in the constitution: human rights and social justice for all learners; participation and
social integration; equal access to a single, inclusive education system; access to the
curriculum, equity and redress; community responsiveness; and cost-effectiveness (White
Paper 6, 2001, p. 5).
The last White Paper to be formulated and made public on education was the White Paper 7 on
e-Education formulated in 2004, schools. This White Paper sets out the government's response
to a new information and communication technology environment in education. This White
Paper presents frameworks for the collaboration of government and the private sector in the
provision of ICTs in education (White Paper 7, 2004). The White Paper 7 also highlight the
benefits of providing ICT schools and learners, and it also highlight the challenged faced when
providing ICT to learners and schools (White Paper 7, 2004). Based on the background
provided the problem statement in this study is to find out if the South African Department of
Education is using the Social Sciences curriculum in the senior phase grade 8 and 9 to promote
the democratic values of the South African constitution.
1.3. Rationale and motivation
Academically this study will reveal whether the South African government is using the Social
Science to spread its constitutional values. Personally I believe governments of the world use
the media, and education to shape their citizens in the manner they want, with regards to how
they see the world, the values they will uphold, and the type of knowledge they will have..
Therefore it is personally important for me to find out if the South African government is using
the Social Sciences curriculum to promote the values of the South African constitution. As
professionals and academics it is important to always remain professional and keep what’s best
for the learners at the top of what we do when we plan the curriculum. South African learners
need a curriculum that will teach them about the real past events taught in the manner that they
really happened not to romanticise our history for the sake of political agendas. This will enable
learners to make sense of the current political, economic, and cultural issues. Of paramount
importance are skills to be able to cope in this capitalist world system that we live under, the
curriculum designers should not forget that learners need advanced Geography and History
skills. These skills need to be taught in Social Sciences so that learners are able to take advance
courses when they intend to take further studies in the field of History and Geography.
1.4. Purpose and focus
The major objective of doing this study is to find out to what extent South African Department
of Education is using the grade 8 and 9 Social Sciences curriculum to promote the democratic
values of the South African constitution. I believe this study is needed so that when curriculum
planners plan the Social Sciences next curriculum, they will consider constructing a curriculum
that will be rich in quality and is able to equip learners with skills that will help them in their
next grade. The skills that will be relevant in their context, and up to date with current trends
in their society and in the job market.
Academically this study will reveal if the curriculum really benefits the learners academically,
or it is a tool to spread the government’s own agenda. Personally I believe governments of the
world use the media, and education to shape their citizens in the manner they want, with regards
to how they see the world, the values they will uphold, and the type of knowledge they will
have. The study will also question the professionalism of curriculum planners in that sense.
The study is important in the context of South Africa because majority of the people in South
Africa do not realise how they are victims of misinformation and how much valuable
information is hidden from them so that certain aims of the state can be achieved (Lewis, 2018)
1.5. Concepts to be considered:
1.5.1. Values as a concept
For the purpose of this study we are going to use the definition by (Turner, 2004, p.1) who
defines values as “provide means of talking about, what is significant to us. “They are ideals
we hold that give significance and meaning to our lives and hence they underpin our beliefs,
influencing the decisions we make, the actions we take, and the life we lead”. A rather similar
definition of values is also provided by Mohan (2016) who contends that values are the forces
that govern behaviour of individuals, the character of the individual is further governed by
value orientations, attitudinal dispositions, and belief systems with specific reference and
relevance to broader social context of the individual. Considering this definition and looking
at the History of South Africa, one can say the attitudes of South Africa learners being taught
using the CAPS and the RNCS Curriculum, this curriculum is going to be transmitting different
values to the contemporary learners. From the learners who were learning through Bantu
Education, Christian National Education, and Missionary Education.
The National Foundation for Education Research (2000) whilst working on the role of
education in inculcating values to learners in the United Kingdom, recognised Social Sciences
Education as pivotal in the teaching of values to learners “values are at the heart of Personal
and Social Education (PSE), where it is timetabled as a subject to cover topics like: life skills,
conflict resolution, controversial issues, and environmental education” (NFER, 2000, p.43).
Considering this scenario from the UK, in South Africa Personal and Social Education (PSE)
would be Social Sciences. Both the curriculum of Personal and Social Education (PSE), and
Social Sciences cover the same topics, the same function in the United Kingdom that PSE
plays, which is to teach values to learners (National Foundation for Education Research, 2000)
is the same function that SS is playing in South Africa. The role of the teachers in inculcating
values on learners is also recognised by (Mohan, 2016, p. 24-25) who argues that teachers
mould learner’s behaviour trough their own conduct, in this sense teacher must always set a
high standard of moral behaviour before the learners, and teachers must at least spend 510minutes of their time teaching or discussing moral values. The role of the school in the moral
values of the child is also recognised as “through the organization of various curricular and cocurricular activities, teachers can foster among children various moral qualities” (Mohan, 2016,
p. 25). This function of the school is reminiscent of the South African curriculum, and supports
the hypothesis that the Department of Education has been modifying its curriculum to inculcate
the values that the government wants its learners to have at the time.
1.6. Theoretical framework
Theoretical framework serves as a descriptive device that enables a researcher to make sense
and assign meaning to the set of obtained data (Watt, 2007). That means that a theoretical
framework is a necessary basis which is used to shape a specified research and to determine
the nature of the research discourse in conjunction with the methods used to gather relevant
data from the data sources (Munyoki, 2012). In brief a theoretical framework increases the link
of the study itself, the study design, and the techniques used in the process of collecting data
(Keevy, 2005; Karadag, 2007). This study is underpinned by Character Education Theory, and
Social Learning Theory. The following part of the discussion will discuss the two theories, and
discuss how they link with this study.
Character Education contend that schools, families, and communities should put efforts to help
young people understand, care about and act upon core ethical values (Lickona, 1996). The
theory is based on the belief that adults and schools have a duty to teach virtue, develop good
habits in learners, shape and determine their behaviour, and to form their character (Wynne,
1991). The theory also stresses the need for direct teaching of values by educators in the
classroom (Kilpatrick, 1992). This theory is synonymous with this study in the sense that the
Department of Education could also be using the school curriculum in grade 8-9 SS to impose
the democratic values of the South African constitutions on the learners in order to form the
character of the learners. The teachers are the ones responsible for teaching this curriculum that
will foster democratic values on the learners, and shaper their character.
Social Learning theory is based on the idea that we learn from our interactions with others in a
social context, separately by observing the behaviours of others people develop similar
behaviours (Nabavi, 2012). After observing the behaviour of others, people assimilate and
imitate that behaviour, especially if their observational experiences are positive ones or include
rewards related to the observed behaviour (Bandura 1977). There is great synchrony between
the ideas of SLT and the Social Sciences curriculum of South Africa because learners who have
mastered the curriculum and are able to give the required responses in their test and exams,
they given rewards in form of marks. The teachers also applaud and praise learners who show
values of democracy, non-racism, and social justice and equity, but for learners tp master such
values the teacher will have to demonstrate these values through the curriculum. just like how
SLT state that “people assimilate and imitate that behaviour” (Nabavi, 2012, p. 5).
Social learning theory also states that an individual’s interpretation of society will determine
their behaviour in the society (Elias et al. 2014:279-280). The learners will not necessarily
catch the character trait that they are exposed to by observation of others who portray good
moral values (Elias et al. 2014:285). But integration of character education into every phase of
school life is a good opportunity to develop good character of the learners (Lickona, in Bryant
2008:18). That being said influencing the way learners see society will be the case in this study,
by teaching democratic values to the learners teachers are making learners see society from a
democratic point of view, and to respond societal problems in under democratic lenses.
1.7 Chapter outline
This research paper will be structured in such a way that the first section is the introduction
which will outline what the discussion in the chapter will be focused on, the introduction will
also highlight the concepts that will be discussed in the chapter. And the second part will
discuss the literature review of the paper where different literature from different scholars will
be presented, the focus of the literature will be on values, government, constitution, and Social
Sciences Education. While the third section of the research will discuss the research
methodology used for the research which outlines how the data in this research was gathered,
why it was gathered using certain methods, and how it will be analysed. The fourth part of the
paper will be the discussion of the results and recommendations. Then the last part will deals
with the conclusion where I focus on summarising the research and proposes ideas for further
research.
1.8 Conclusion
This part of this research the introduction focused on explaining the historical background of
the South African education, reference was made to indigenous African education, Missionary
Education, Christian National Education, Outcomes Based Education, National Curriculum
Statement and the Curriculum Assessment Policy Statement . This was followed by the
Rationale and research objective which is to find out whether South African Department of
Education use Social Sciences grade 8 and 9 curriculum to promote the values of the South
African constitution. Then the discussion was focused on explaining the concepts of values as
the key concept used in this research, including Social Sciences Education, constitution, and
the curriculum. This part of the paper also stipulated the theoretical framework this study fall
under, which is Social Learning Theory, and Character Education because under these theories
education contributes to character building, through teaching values. This part of the paper
was aimed at introducing the topic of the paper “Is the South African Social Sciences
curriculum promoting the values of the South African constitution?”
2. LITERATURE REVIEW
2.1. Introduction
The following part of this research study presents the literature review for the study, (Royal
Literary Fund, 2018) defines literature review as the search and evaluation of the available
literature in a given subject or chosen topic area. Meaning that, literature review focuses on
Social Sciences Education, values, constitution, and the curriculum. The literature review in
this research is organised in a way that relates to the themes of the research topic, the first part
of the literature review will be a presentation of the research on Social Sciences education. The
second part will be the presentation of literature on the nature of curriculums, and then a
literature presentation about the constitution and its role in education. The last part of the
literature review will present literature about different case studies linking the usage of
education to promote values on a society.
2.2. Understanding Social Science Education
The focus of this research is now going to turn on understanding Social Sciences Education,
this is because Social Sciences is a very broad field of study focused in the study of society and
the manner in which people behave and influence the world around them (Economic and Social
Research Council, 2018) . Social Sciences includes disciplines such as Anthropology, Classics,
Religious Studies, Psychology, Political Sciences, Human Geography, History, and Sociology
(Quebec Ministere de l’Education, 2012). Therefore understanding Social Sciences Education
is pivotal because this research is based on Social Sciences Education.
2.2.1. What is Social Science Education?
The study focuses on Social Sciences Education, for this study Social Sciences according the
CAPS (2011) refers to “History and Geography, which both should be taught and assessed
every term of the school year, the two disciplines are kept separate but the curriculum is
designed to complement the knowledge, contents, and skills and concepts outlined in each”.
Meaning that integration of the subject must occur in terms of marks end of term and semesters,
Mosley (2006) on his work on the integration of social and environmental history does state
that , Social History places its emphasis on issues of class, genders, race, and ethnicity, with
the aim of broadening and deepening our understanding of the complex causes and
consequences of environmental change (Mosley, 2006, p.916). The correlation between Social
History and Social Sciences is highlighted by the content found in the SS curriculum with such
topics as Turning points in South African history 1948 and 1950s, and Resource use and
sustainability (CAPS, 2011).
By learning Social Sciences according to Naus (2017) learners become aware of global issues,
introduced to learning material that requires critical thinking, and learn to have a holistic view
of the world. The benefits of Social Sciences for Dhandhania (2017) include among many
things higher order thinking abilities and skills like Comprehension, Application, Analysis,
Evaluation and Synthesis, Creativity in students (Dhandhania, 2017, p. 1). Learning a variety
of topics such as Natural Resources, Water Resources, Transport, Communication, Caste
System, Political Ideologies, Social Reformers, Our Cultures, United Nations, etc. give
students a chance to gain appropriate information and data in various contexts. For example in
order to investigate poverty in the society, students require knowledge of subjects like History,
Economics and Politics.
Teaching subjects in an interdisciplinary manner also has its disadvantages for both the
educators and the learners, in this case the disciplines being Geography and History Education.
Interdisciplinary approach according to (Jones, 2010, p.79) has forced many academics to shift
away from the core of their disciplines whilst trying to implement interdisciplinarity. This
argument is also supported by (Muravska, and Medne, 2011) who argue that interdisciplinarity
as an approach to Social Science creates confusion as “to what extent should the educators of
different disciplines collaborate in the creation of new knowledge” Education (Muravska, and
Medne, 2011, p.68). For the authors there seems to be a lack of agreement as to how much each
discipline should contribute, and how much of their discipline knowledge they should leave
out of the process. That causes major issues in practical terms when educators have to integrate
History and Geography to teach SS, with many educators not even having the skills to integrate
the disciplines.
2.2.2. What are the purposes of Social Science Education?
The purpose of Social Sciences in South Africa according to the (Curriculum Assessment
Policy, 2011) are to provide learners with opportunities to look at their world with critical
outlook. The policy document also aims to introduce learners into worlds beyond their
everyday realities. The aims of Social Sciences Education in South Africa will be met through
the teaching of depth knowledge through in-depth teaching, leaners will be “trained to
speculate, to debate, to make connections, to select, to prioritise and to persist, in tackling real
issues and important questions” (Curriculum Assessment Policy, 2011, p. 8).The purpose of
SS Education is also highlighted by (Crisolo, & Camposano, 2017) who state that Social
Studies will develop the learners’ literate and effective participation as a citizen of a country.
To reap such benefits the SS curriculum would have to be designed in a way that will allow
these benefits to be acquired. The leaners would also need teachers with the relevant skills to
teach SS in such a manner that will benefit them. (Crisolo, & Camposano, 2017, p. 2) also
maintain that SS Education “is still relevant today as it provides knowledge, promotes values
formation, fosters cultural sensitivity, encourages community participation and broadens
global perspective”.
Social Sciences Education also has the purpose of introducing learners to their countries
politics, and its operations (Goldberg, 2011). This is not to say that learners will be motivated
to get into politics. But to introduce them to topics such as Democracy and citizenship in South
Africa, Nationalism, and the Cold war (Curriculum Assessment Policy, 2011). As argued by
Keskin (2015) such topics will give learners basic understanding of politics, and its history in
South Africa. Learners can acquire literacy and numeracy skills in Social Sciences trough
analysis of historical text, interpretation of graphs and charts of data relating to stock market
fluctuations or election results, studying a historical paintings, and by measuring distances on
maps (Goldberg, 2011).
From the above discussion, which was based on the purpose of Social Sciences Education, it
is critical to note that, SSE is important in the lives of the future citizens of the country because
SSE will be the transition that learners need to become effective participants of their country
(Crisolo, & Camposano, 2017). Therefore the Social Sciences Education curriculum needs to
be designed in a manner that will help learners participate meaningful in the country.
2.3. Nature of Curriculums
The nature of curriculums is one which is surrounded by debates hence it is “sometimes
characterized as fragmentary, elusive and confusing” (Khayma, 2016, p. 4). There are many
definitions of curriculum, (Tyler, 1957) defines curriculum as a science, an extension of a
school’s philosophy, and curriculum should be based on student’s needs and interest. He also
argues that subject topics must be organised in terms of knowledge, skills, and values which
must be taught acquired by the learners. This definition by Tyler confirms that one of the
purposes of the curriculum is to transmit certain values to the learners in the school. This
definition is synonymous with the research question of this paper. There are also various types
of curriculum operating in the schools, (Glatthorn, 1988, p. 3) describes seven types of
curriculum operating in the schools.
1. Recommended curriculum- proposed by scholars and professional organizations.
2. Written curriculum- appears in school, district, division or country documents.
3. Taught curriculum- what teachers implement or deliver in the classrooms and schools
4. Supported curriculum- resources textbook computers, audio visual materials which support and help
in the implementation of the curriculum.
5. Assessed curriculum, that which is tested and evaluated.
6. Learned curriculum-what the students actually learn and what is measured and
7. Hidden curriculum- the unintended curriculum.
The components of the curriculum include curricular policies, curricular goals, programs of
study, and Courses of Study (Glatthorn, 2016). Curriculum policies are the set of rules, criteria,
and guidelines intended to control curriculum development and implementation (Glatthorn,
2016). CAPS in the South African curriculum is the policy which is responsible for providing
the rules, and guidelines intended to control the implementation of the curriculum. CAPS
recommends the time which teachers should spend on subjects, which resources teachers can
use for particular topics, and also provides the sequencing structure of the topics in the
curriculum (CAPS, 2011). Curriculum goals are the long term educational outcomes that the
schools system expects to achieve through its curriculum (Glatthorn, 2016). For an example
one goal for English language arts might be “Learn to communicate ideas through writing and
speaking.” Programs of study is another component of the curriculum, programs of study
include the learning experiences offered by a school for a particular group of learners over a
multiyear and encompassing several fields of study (Glatthorn, 2016). The program of study
is often described in a policy statement that describes which subjects are required and which
are electives, with corresponding time allocations. Here is an example program of studies for
a primary school:
Reading and language arts: 8 hours a week
Social studies: 3 hours
Mathematics: 4 hours
Art: 1 hour
Music: 1 hour
Health and physical education: 1 hour
Courses of study is also another component of the curriculum, It is a set of organised learning
experiences, within a field of study, offered over a specified period of time (such as a year, a
semester, or a quarter) for which the student ordinarily receives academic credit (Glatthorn,
2016). “Course of study is usually given a title and a grade level or numerical designation, such
as “third-grade science” and “English II” are courses of study (Glatthorn, 2016, p.20).
The hidden curriculum is one of current controversial curriculum issues in the education at the
moment (Alsubaie, 2015). A hidden curriculum refers to the unspoken or implicit values,
behaviours, procedures, and norms that exist in the educational setting (Alsubaie, 2015, p.125).
Such expectations are not explicitly written, hidden curriculum is the unstated promotion and
enforcement of certain behavioural patterns, professional standards, and social beliefs while
engaged in the learning process (Miller & Seller, 1990). Another scholar who has written about
hidden curriculum is Bowles and Gintis (1976) whose work on hidden curriculum is written
from a Marxist perspective. Hidden curriculum according to Bowles and Gintis (1976) includes
things that children learn by attending school rather than the alleged educational objectives.
The hidden curriculum provides a tolerant and obedient workforce that unquestioningly accepts
authority. There is a correlation between the needs of the workforce and the hidden curriculum
the grades gained had more to do with personal characteristics than academic ability. As a
result education system is creating an unimaginative, uncomplaining workforce that could be
dealt with easily by employers Bowles and Gintis (1976).
For the scope of this study the four components of the curriculum should be enough, the focus
is now going to turn on the importance of the curriculum in schools and on the learners.
2.3.1. Purpose of curriculums
The curriculum has many purposes including that it provides guidelines to the teachers, about
what teachers have to teach, and what learners have to learn (Bharathidasan University, 2015).
The curriculum is also important in developing the personality of the student, it helps develop
good qualities in students, physical, social, and moral qualities of learners (Bharathidasan
University, 2015). The purpose of the curriculum is ensure that students receive integrated,
coherent learning experiences that contribute towards their personal, academic and
professional learning and development (Finders University, 2018). The design and
development of curriculum for subjects, topics, and the sequence of topics should focus on how
the educational experience contributes to students' development whilst they are in school
(Finders University, 2018).
The curriculum also serves a very important purpose of highlighting the aims, values, and
purposes of the school for the learners, this also includes all learning and other experiences that
the school plans for its pupils (National Curriculum, 2018). The curriculum according to Alvior
(2014) must also show solutions to the challenges a particular country, this includes solutions
to challenges such as environmental problems, politics, socio-economics, and other issues of
poverty, climate change, and sustainable development. There is a synchrony to this point made
Alvior (2014) with the South African National Curriculum Statement which is based on the
following principles:

Social transformation: ensuring that the educational imbalances of the past are redressed, and
that equal educational opportunities are provided for all sections of the population;

Active and critical learning: encouraging an active and critical approach to learning, rather than
rote and uncritical learning of given truths;

High knowledge and high skills: the minimum standards of knowledge and skills to be achieved
at each grade are specified and set high, achievable standards in all subjects;

Progression: content and context of each grade shows progression from simple to complex;

Human rights, inclusivity, environmental and social justice: infusing the principles and
practices of social and environmental justice and human rights as defined in the Constitution of
the Republic of South Africa. The National Curriculum Statement Grades R-12 is sensitive to
issues of diversity such as poverty, inequality, race, gender, language, age, disability and other
factors;

Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this
country as important contributors to nurturing the values contained in the Constitution; and

Credibility, quality and efficiency: providing an education that is comparable in quality, breadth
and depth to those of other countries.
The curriculum is also gives emphasis on the student’s needs, the listing of objectives and
matching the objectives with corresponding activities ensures that the subject content is related
to objectives of the curriculum, and the subject content and the activities must be planned by
the teacher Werret Charters (1938). Supporting this idea is the work of Bobbitt (1918) who
believed that curriculum should start with outlining what the student needs to know in what he
called objectives, then it was necessary to develop activities that the students do to achieve the
objective. The objectives should prepare learners for adulthood, they should be practical, and
the community should also be involved in developing the objectives (Bobbitt, 1918, 1941).
This therefore means the educators must have great knowledge about the objectives of the
curriculum, and they also be able to design lessons that will meet the objectives of the
curriculum.
2.4. Understanding constitutions
Not many people understand the main purpose of the constitution or what exactly the
constitution is. The following discussion is based on understanding the constitution, the first
part will define what a constitution is, and then the second part will discuss what the main
purpose of the constitution is. Different sources ranging from government departments,
policies, and academic scholars are used in this discussion.
2.4.1. What is a constitution?
The constitution according to (The Department of Justice and Constitutional Development,
2017, p. 2) “is a body of fundamental principles according to which a State is to be governed,
it sets out how all the elements of government are organised and contains rules about what
power is wielded, who wields it and over whom it is wielded in the governing of a country”. It
defines the rights and duties of citizens, and the mechanisms that keep those in power in check,
especially those trusted with the political power in the country. (Schofield, 2002) views the
constitution as responsible for outlining the rules of how society should interact according to
the laws set in the constitution, the constitution should also be responsible for making sure that
the rules it set out are followed by the citizens. The constitution of South Africa is the supreme
law of the country (The Department of Justice and Constitutional Development, 2017)It
provides the legal foundation for the existence of the Republic, sets out the rights and duties of
its citizens, and defines the structure of the Government (The Department of Justice and
Constitutional Development, 2017). The constitution does not only protect the citizens of the
country, but it also stipulates the rights that private entities, and foreign citizens are entitled to
under the constitution of South Africa.
The South African constitution is deeply entrenched with its history of the struggle for freedom,
and that history has found itself in the new curriculum. For an example the preamble of the
South African constitution reflects the history of the struggle for freedom in South Africa:
We, the people of South Africa,
Recognise the injustices of our past;
Honour those who suffered for justice and freedom in our land;
Respect those who have worked to build and develop our country; and
Believe that South Africa belongs to all who live in it, united in our
diversity.
We therefore, through our freely elected representatives, adopt this
Constitution as the supreme law of the Republic so as to Heal the divisions of the past and establish a society based on
democratic values, social justice and fundamental human rights;
Lay the foundations for a democratic and open society in which
government is based on the will of the people and every citizen is
equally protected by law;
Improve the quality of life of all citizens and free the potential of
each person; and
Build a united and democratic South Africa able to take its rightful
place as a sovereign state in the family of nations.
May God protect our people.
Nkosi Sikelel’ iAfrika. Morena boloka setjhaba sa heso.
God seën Suid-Afrika. God bless South Africa.
Mudzimu fhatutshedza Afurika. Hosi katekisa Afrika
This preamble reflects the radical transition from the oppressive apartheid regime (a system
founded on parliamentary sovereignty) to a constitutional democracy committed to the creation
of a society based on democratic values, social justice and fundamental human that South
Africa went through (The Department of Justice and Constitutional Development, 2017). This
preamble also sets out the guiding purpose and principles of the Constitution
2.4.2. Purpose of constitution
The constitution serves many purposes according to needs of a certain country. For
(Rosenkranz, 2011) one of the purposes of the constitution is to control government power so
the government does not create decisions that are not good for its citizens, or make decisions
which will be discriminatory business entities. . As supported by Chopra “the purpose of the
constitution is to limit their authority, because if no limitation was imposed upon the authority
of the organs, there will be complete tyranny and complete oppression” (Chopra, 2004, p. 335).
From reviewing the preamble of the South African constitution it is safe to say one of the
purposes of the SA constitution is to portray the democratic laws that all South Africans are
entitled to. The South African constitution also serves the purpose of validating the transition
of power from an apartheid government, to a new democratic government. Likewise the
University of the South Pacific School of Law (1996) emphasises that the constitution has the
purpose of controlling the actions of the government by limiting the power the government
have, guaranteeing the rights of individuals and groups, promoting important values, and
fostering shared loyalty to the country and a sense of common purpose. Thus by reviewing the
preamble of the South African constitution it is safe to say one of it purposes is to portray the
democratic laws that all South Africans are entitled to. Meaning that, the South African
constitution also serves the purpose of validating the transition of power from an apartheid
government, to a new democratic government (Seo, 2008, p.348). Such purposes are also
engraved in the South African education system (Lemon, 1995)
2.4.2.1 Education spreading values of governments
To have an answer to the research question at hand that says “Is the South African grade 8 and
9 Social Sciences Curriculum Promoting the Democratic Values of the South African
Constitution?”. One can trace the answer to the work of (Kenneth, & Gangel, 1983) on the
history of Christian Education, the authors argued that Greek students studied at home until
they were six. Only after they were six they had the chance to enter formal school for physical
exercise, instruction in the arts, sciences, and humanities, intended to enable them fit into the
cultural setting of the city (Kenneth, & Gangel, 1983, p.1). So if the South African government
is using the Social Sciences curriculum to promote the values of the constitution, it would not
be for the first time that a state has used education to influence the kind of citizens they seek.
This is shown in the case of Cyprus which is politically divided with a pro-Turkish population,
and a pro-Greek population, the political division of the country has transcended into the
education of the country (Karahasan & Latif, 2011). Three centuries of Ottoman rule in Cyprus
were succeeded by British colonialism in 1878(Papadakis, 2008, and Karahasan & Latif, 2011),
in the colony there were two different communities (Orthodox and Muslim) and each of them
used the language of their ‘respective motherlands’. These languages then led to national
identities in these communities (Papadakis, 2008, and Karahasan & Latif, 2011), forming
Greek Cyprus, and Turkish Cyprus. In 1960, Cyprus became an independent state, the
Republic of Cyprus, with a population of 80% Greek Cypriots and 18% Turkish Cypriots ,
future wars led to the Turkish Cypriots to settle in the north of Cypriots (Papadakis, 2008).
Since then the different two nationals have had different political goals. The two nationalisms
that emerged shared the same form, namely, an ethnic nationalism stressing common history;
descent; in terms of language; culture; and religion with the people of the “motherlands”
Turkey and Greece (Papadakis, 2008). There have been two different History textbooks in
Cyprus written since 2004, once during the Republican Turkish Party authority, and the second
time following the election of the National Unity Party (UBP) (Karahasan & Latif, 2011). The
UBP is a Turkish Cyprus party (McGarry, Loizides, 2015) as a result when the party came into
power it changed the curriculum of History of textbooks in Cyprus, as it had promised to do
during pre-election (Karahasan & Latif, 2011). Changing the curriculum of History textbooks
by the UBP party according to (Papadakis, 2008, and Karahasan & Latif, 2011) were aimed at
promoting and cementing the national identity of Turkish Cypriots. The new History textbooks
created by UBP covered topics such as “Cyprus in Prehistory and the Middle Ages”, and “The
Life of Dr. Fazıl Küçük and his Significance in Our National Struggle” (Karahasan & Latif,
2011). These topics are pro Turkish Cypriot, and they promote and glorify Turkish Cypriot
identity, in contrast to Greek Cypriot identity. The textbooks designed in 2004 covered topics
such as “Cyprus before the Ottomans” “Socioeconomic Life during the Ottoman Era”. These
topics present an unpleasing image of Turkish Cypriots and their national identity, (Karahasan
& Latif, 2011, p.439). The authors (Karahasan & Latif, 2011) argue that the curriculum
designed in 2004 “attempt to avoid presenting the ‘other’ (Turkish Cypriots) in a negative sense
but to take a humanistic stance”. The preface of the 2004 textbooks reads: ‘Contemporary
history education aims to encourage critical thinking and to encourage students to develop their
own ideas. One of the aims of contemporary History of the Republican Turkish Party is not to
deny the existence of the ‘other’ but to look at events from a multicultural perspective’. On the
other hand, the preface of the 2009 textbooks influenced by the National Unity Party (UBP) is
as follows: ‘We [the commission of 2009] would like to emphasize that the reason we wrote
this history book was to provide historical facts, to say that Turkish Cypriots are a sovereign
power on this island; and to educate youngsters who appreciate their own republic and the state,
who are peaceful, and who are bonded to Atatürk’s revolutions, principles’ (Karahasan & Latif,
2011, p.439). This case study of Cyprus is an example of how those in power within a state can
use education to promote the socio political aspirations of the state.
Another country is Kuwait their economic and development organisation believed that the
education is critical in giving learners citizenship skills beyond skills for employment, but must
include “knowledge, and values related to pluralism, conflict resolution, and civic engagement”
(Carnegie, 2013, p.7). In this case Carnegies and the South African Department of Education
see education as having the same function, which according the (Revised National Curriculum,
2002, p.7) the South African curriculum “encapsulates our vision of teachers and learners who
are knowledgeable and multi-faceted, sensitive to environmental issues and able to respond to
and act upon the many challenges that will still confront South Africa in the 21st century”.
Education in this case has the same function in both Kuwait and South Africa, which means
using education to influence one’s citizens is not only embedded in the government of South
Africa. The public education system in Algeria for instance according to (Hedhiri, 2013) also
promotes the values of the constitutions of Algeria, the four main themes according in the
curriculum include civic society and systems, civic principles, national identity, and civic
participation. These values of the constitution according to (Hedhiri, 2013, p.1) are achieved
through textbooks content “Civic education textbooks teach civic participation by encouraging
participation in voting, voluntary community service, and caring for the environment”. This
appears to be a normal trend among African Countries, especially countries previously
envisaged by colonialism. The common goal amongst these African countries is to remove the
mind-set and view of themselves as being second citizens like as when they were still colonised.
Their aim is to now impart human rights knowledge, and social justice through education.
Education in this regard plays two functions, teaching academic content, and content
governments think their societies need in order to survive in the “21st century” that is needed
in the society (Revised National Curriculum, 2002). In his work on globalisation and education
(Robertson, 2007, p.2) contends that education has been a key institution in “constructing
citizens” who are members of the community in their countries, with the process being referred
to as “nation building”. The concept of “nation building” is also embedded in the curriculum
of South African education (Revised National Curriculum, 2002, p.6). Nation building in South
African education is envisaged that it be achieved through teaching content that is encompasses
the values of the constitution, and content that aims to reach the aims of the constitution
(Revised National Curriculum Grade R-9, 2002, p.7).
The country of Iraq which according to (Roches, 2009) was under the rule of President Saddam
Hussein who is described by (United States Institute of Peace, 2005, p. 2) as someone who was
heading a form of government that “represses free speech and assembly; that rejects cultural
tolerance; and that engages in arbitrary arrest, imprisonment, and even execution of those with
differing political opinions”. This “brutal tyrant” was removed in power in 2003 after eleven
years ruling Iraq (Mac farquhaR, 2006). Considering this history of Iraq, one can say that Iraq
and South Africa during the apartheid era had a similar history in terms of democracy, and
ruling governments. Just like South Africa after ending apartheid rule the country had to
implement measures to foster democracy in the society, Iraq as well has to perform the same
protocol, including in education. For Iraq to initiate a democratic society through education,
the country had to offer educational content that teaches learners about human rights, and
democratic values (Boateng, 2015). The USA according to (Bridoux, 2011,) had to review the
education curriculum of Iraq with the aim of spreading democratic ideals. According to
(Bridoux, 2011, p. 124-125) “textbooks with reference to Saddam Hussein or his Ba’ath Party
were erased which dramatically changed how Iraqi history was projected in classrooms after
the invasion and were replaced with textbooks and programmes with democratic values as their
main themes”. These strategies are reminiscent of some countries using education to promote
democracy.
Turkey is another country which we can assess in order to understand the answer to the research
question at hand one. The historical roots of Turkey using education to foster certain values on
its citizens date back to the period when Turkey was still the Ottoman Empire, but the education
system was restored by the foundation of the Turkish Republic (Ersoy, 2014). The process of
using education to influence the values of citizens in Turkey started during the Turkish
Republic in 1923 (Ersoy, 2014). This can process can be examined under three periods, the
single party period (1923–1950), the multi-party period (1950–1987), and the European Union
(EU) accession period (1987 to the present day) (Çayır & Gürkaynak, 2008). During the single
party period education was practices were shaped by republican and nation state-oriented
policies (Kadıoğlu, 2007) and generally focused on teaching the duties and responsibilities of
the good citizens while aiming to create a modern culture (Üstel, 2004). During the multi-party
period, the national education curriculum started to include information on rights and textbooks
highlighted the role of democracy in the family, as well as in schools (Üstel, 2004). Then there
was the European Union (EU) accession period which is the period where Turkey wants to
become a member of European Union (EU), one of the things Turkey has to do to be accepted
in the EU is to strengthen human rights, civil society, and democracy (Ersoy, 2014). In this
regard the Ministry of National Education (MoNE) developed a curriculum based on the norms,
aims, and educational concepts of the EU (Ministry of National Education, 2004). The MoNE
also implemented several EU sponsored project of democratic citizenship and human rights
education to revise regulations and curriculum, raise school staff awareness of democratic
citizenship education and human rights, and overall to develop a democratic school culture
(MoNE, 2008). By studying the case of Turkey it is revealed in literature that Turkey is indeed
using education to influence the values of it citizens to adapt to the societal needs in the country.
The usage of education to influence the values of the citizens of a country has been used for a
long period, and in all cases the process is unique to that country.
2.5. Social Science curriculum in South Africa
Introduction
The discussion is now going to focus on the South African curriculum with extensive focus on
the textbooks used in the grade 8 and 9 Social Sciences curriculum. The discussion is based on
examining whether the Social Sciences do have any content that is in line with the democratic
values of the South African constitution.
The Manifesto on Values, Education and Democracy in South Africa (Department of
Education, 2001, p.3) identifies ten fundamental values of the Constitution:
Democracy, Social Justice and Equity, Non-Racism and Non-Sexism, Ubuntu (Human
Dignity), an Open Society, Accountability (Responsibility), Respect, The Rule of Law, and
Reconciliation.
The current grade 8 and 9 Social Sciences curriculum consist of content topics which foster the
above values of the constitution, for instance in the grade 8 Social Sciences textbook (Oxford
Successful, 2017, p.27) on the topic “The Industrial Revolution in Britain and southern Africa
1860”. The textbook (Figure 1) acknowledges how it was the “wealth from slave trade that was
one of the causes of the Industrial Revolution in Britain” (Bottaro, Cohen, & Dilley 2013, p.28).
But the atrocities committed to the African people by the Europeans is not included in the
content, neither are the effects slave trade left on the families of the “slave”, or even how those
events are effecting us today. But that type of content would derail the efforts of the government
of achieving “reconciliation” because if a black leaner is aware that his white classmate’s
family owns a farm which is on a land which was owned by a black family, and that black
family had to be removed by Europeans. That black learner is not going to have an easy time
getting along with his classmate whose family has a European decent he/she will start to
question the whole democratic system of South Africa, in the process derailing the efforts of
the government of reaching a “rainbow nation”.
Figure 1 (Bottaro, Cohen, & Dilley, 2013, p. 28)
On the topic “Further land dispossession and defeat of African Kingdoms: Xhosa 1878 and
Pedi and Zulu 1879” (Ranby, & Johannesson, 2013, p.144) the same tone of romanticising the
historical events are repeated (figure 2). The tone of romanticising history according to
(Dryden, 1991, p.815) was is used in the United State of America to normalise the political
structure of the country, and in South Africa it is being used to normalise the cruel treatment
of black people by the apartheid government. The authors of the textbook acknowledge how
the Boers and the English disposed the African off their land, but this is explained in a manner
as if it was normal custom to be done, and there were not any sufferings from those the land
was omitted from. This tone of romanticising events is further fostered by the class activities
found in the textbook about this topic. Below in figure 3 is a picture of a class activity about
“topic “Further land dispossession and defeat of African Kingdoms: Xhosa 1878 and Pedi and
Zulu 1879” (Ranby, & Johannesson, 2013, p.144). The class activity again does not allow
learners to be critical thinkers, it only requires them to remember facts, rather than requiring
the learners to analyse the historical event. By analysing the events of land dispossession the
learners would be able to know how that culturally affected the African race, land in African
culture is very vital for cultural purposes. Through analysis the learners would be able to
understand how the events of land dispossession affect the financial stance of their families,
why they live in the land they live in. Considering it was through Land Act 1913 , and Group
Areas act 1950 that the apartheid government justified disposing African people of land which
was rich in terms of farming, and natural resources (Loveland, 1999), (Baldwin, 1975). Social
Sciences is a combination of History and Geography (CAPS, 2011), and in this topic the
authors could have done a good job of combining the two, but that would give learners the
knowledge that would derail the efforts of a “rainbow nation”.
Figure 2 (Ranby, Johannesson, & Montheith, 2013, p. 144)
Figure 3 (Ranby, Johannesson, & Montheith, 2013, p. 144)
The geography content itself is not “innocent” in the grade 8 topic of Social Issues Related to
the Rapid growth of Cities (figure 4), the authors of the textbook mention there are many people
living in informal settlements, but that content is incomplete. Because the authors does not
supplement the content with the History part of Social Sciences, the reasons they give for such
a large amount of informal settlement is “shortage of houses, lack of urban planning, and a
large number of migrants” (Ranby, & Johannesson, 2013, p. 78). They could have stated that
one of the many reasons why there was such a huge shortage of houses, and many people living
in informal settlements is because of apartheid acts like the Land Act of 1913, and Glen Grey
Act 1894 (Ngubo, 1910), (Molemo, 1920). Which according to the acts meant that non-white
people had to leave land in which they were living in for many years, so that white people could
live in that land, and prevented access and restricted ownership to land by black people (Ngubo,
1910, p. 45), (Molemo, 1920, p. 240). Even the class activity (figure 5) of the topic Social
Issues Related to the Rapid growth of Cities does not link with the historical events that were
not democratic in our country. Again in this topic as well the authors of the textbook could
have used the History part of Social Sciences to compliment the Geography part, as put by
(Hornton, 2007, p. 1) “integrate Geography to History which enjoys a secure place in the
curriculum”. For Hornton (2007) integrating History and Geography will enrich both the
disciplines and create more meaning to them. But learners who know they are living in
congested spaces with poor infrastructure because of decisions made during times of
oppression will not understand, or take ownership of the concept of democracy, for someone
who wants foster ownership to democracy on learners it would be best to leave out the content
that will hamper this goal.
Figure 4 (Ranby, Johannesson, & Montheith, 2013, p. 78)
Figure 5 (Ranby, Johannesson, & Montheith, 2013, p. 79)
Further scrutiny of the grade textbook also signals the trend if not linking the historical events
to everyday lives of the learner, in terms of how the learners are still affected by the choices
which happened in the past. The section on “Apartheid laws” in the grade 9 Social Sciences
curriculum in the textbook Study and Master Social Sciences by (Coetzee, Holmes, & Johnston,
2006, p.56). The textbook does define what the apartheid are, and the impact they had on the
lives of the people at the time, but the content does link the impacts of apartheid laws to the
today’s society (figure, 6). For instance 73% of farming land in South Africa is owned by white
people (Crowley, 2017) of the reasons for that because of apartheid laws such as Land Act
1913, and Group Areas act 1950. Which black people were disposed of their land it was given
to white people, which is one the many reason why 73% of farming land is owned by white
people. Mixed race marriage in South Africa is something uncommon and which many
societies despise of, but the curriculum does not link such racial acts which are happening in
today’s society to apartheid act like the 1949 Mixed Marriages Act which made it illegal for
people of different race to marry.
Figure 6 (Coetzee, Holmes, & Johnston, 2006, p.56)
Education for democratic citizenship in South Africa is not concerned about the nature of a
learners childhood or adulthood, rather it is concerned with the Republic of South Africa’s
Constitution’s (1996) provision for every citizen the right to, access, defend and preserve
individual liberties and appeal to the public goo (Ndofirepi, & Mathebula, 2011). In light of
this statement, one can say education in South Africa has taken a stance to achieve its political
aspirations than focusing on academic excellence. According to (Hamm, 1989) the concept of
education includes a sociological view of education that places an emphasis on socialising the
child into the existing culture, e.g. family norms and practices. A similar view is also held by
Plato (1994) who claims the State uses its political authority to educate the child to desire not
only what is good for themselves, but for their society, so as to pursue the good of all people.
This is what we are witnessing of South Africa’s education, which is socialising learners into
a culture of democratic values. The view that education in South Africa is used to foster the
desired citizens of the country, (Ndofirepi, & Mathebula, 2011) also share the sentiments that
in South African schools the State as the ‘political parent of all its school children (7 to 18
years of age), hopes to foster good citizenship, and what the former Head of State Thabo Mbeki
called a ‘new patriotism’ (Department of Education, 2001, p. 15).
2.5.1. Textbook Censorship
Introduction
The textbook plays a very importance role in the teaching and learning process in schools, the
textbook contains material which is to be learnt in class, and it is the textbook that determines
the right and wrong information in the classroom, in the process it determines what culture to
pass on (Brunner, 2013). Due to the high influence that textbooks have on society in recent
years textbooks have undergone a lot of censorship from pressure groups, minority groups,
political parties, parent groups, professional education organisations, governments, and
business groups (Gerke, 1983). The following discussion is going to focus on discussing
textbook censorship. The first part of the discussion will discuss what textbook censorship is,
the second part of the discussion will discuss why textbooks are censored, and the last part of
the discussion will discuss the impact of textbook censorship.
Defining textbook censorship
Textbook censorship is when the content written in the textbook goes against the beliefs,
values, and ideas of the government, education departments, or those responsible for the type
of knowledge the learners will learn (Kibata, 1999). Textbook censorship is normally
influenced by political correctness and religious conservatism, which will even lead to authors
self-censoring themselves. Japan in 1910 invaded and occupied Korea and China, in the
colonies Japan tried by all means to eradicate Korean identity, schools were only allowed to
teach Japanese history, language (Hundt, Bleiker, 2007). But when Japanese textbook
designers in 1978 wrote about this history of Japan their work went under heavy censorship
from the government (Kibata, 1999). When the author Kibata used the expression “Japanese
invasion” to describe the action Japan in China during 1910 in his History textbook, the author
was asked by the censoring authorities to change this expression , the author instead used a
lighter expression “Japanese intrusion” (Kibata, 1999).
Reasons for textbook censorship
Textbook censorship in Japan started in 1945 under the Japanese Ministry of Education issued
detailed orders to amend textbooks (Baets, 2002). Textbook censorship in Japan was
implemented because the country was going a democratisation process, and reforming its
history was regarded as one of the processes’ key factor (Kibata, 1999). Under this system
textbook which were not democratically inclined were required to be re-written, democratic
minded people welcomed this process (Kibata, 1999). Alridge (2006) notes that textbooks and
the curriculum in this trend become means by which to indoctrinate, socialize, and control the
society, and its future citizens (Alridge, 2006).
Textbook censorship is not only done in Japan, in the United States of America pressure groups,
minorities, political lobbies, ethnic groups, textbook writers, education department, and
textbook writers have all exert strong influence upon textbook knowledge (Gerke, 1983). These
groups all want to influence the knowledge of textbooks in order to either contain or redirect
school knowledge to correspond to their perception of the truth (Gerke, 1983). For instance
before the American Civil War in 1861 Northern America textbooks were revised by Southern
publishers who deleted materials critical of slavery, and for a generation following the war,
both North and South carried regional viewpoints, and during the 19th century some publishers
modified content to suit the position of reformers (Gerke, 1983). Textbook censorship has
impacts on the knowledge taught to the learners, the following paragraph will discuss how
censorship affects the teaching and learning process.
Impact of textbook censorship on the learning process
Textbook censorship leads to uninformative material which draws education away from
conceivably more highly developed means of teaching history, and it also fosters a teaching
that degrades knowledge and promotes the ideologies of pressure groups (Brunner, 2013). The
type of knowledge taught to young people during high school can have a lifelong impact, and
so it is imperative that we teach learners actual events so that they can critically think for
themselves instead conforming to the status quo (Brunner, 2013). The textbook has a very
crucial role in transmitting the knowledge which learners will keep for the rest of their lives
(Baets, 2002). But today’s history textbooks have moved away from an actual historical
account of what happened and on to an understanding of history as constructed by that which
is most appealing in terms of money, power, politics, and personal interests (Tobin, 2008).
Conclusion
This part of the paper was focused on discussing how textbook censorship works, and the
impact it has on the leaners learning process. The first part of the discussion discussed what
textbook censorship is, the second part of the discussion discussed why textbooks are censored,
and the last part of the discussion discussed the impact of textbook censorship on learners
learning process.
2.6. Conclusion
The literature of this paper was based on the concepts discussed in the research paper, the first
part of the literature included literature on Understanding Social Science Education under. This
subheading literature was divided into different subheadings: Understanding Social Science
Education, What is Social Science Education?, What are the purposes of Social Science
Education?. The second part of the literature review was a construction of literature based on
the nature of curriculums, to understand the nature of curriculum the literature review included
discussions on the purpose of the curriculums, and hidden curriculum. Then the following part
of the literature review discussion was based on understanding the constitution within the scope
of this research, the discussion focused on the following subheadings: What is a constitution?,
and the Purpose of the constitution. The third part of the literature review included literature
which was based on “Education spreading the values of governments” under this part of the
literature review case studies on Turkey, Iraq, Kuwait, and Greece were discussed as examples
of countries who have used education to spread the values of their governments. The literature
review was based on the research question of this research paper, the literature review included
data from policy documents, scholarly articles, website articles, and case studies.
3. Research methodology
The main objective of this study is to find out whether South African Department of Education
is using Social Sciences grade 8 and 9 curriculum to promote the democratic values of the
South African constitution”. The appropriate paradigm to achieve this objective is
interpretivism paradigm, this research therefore falls under the interpretivism paradigm.
Researchers working on the interpretivist paradigm “aim to describe and understand how
people make sense of their world, and how they meaning of particular situations” (Bertram,
&Christiansen, 2013, p. 26). Researchers using interpretivism believe data is “out there” and it
needs to be interpreted so does this research which is going to interpret data available for this
topic based on secondary documents. This paradigm is also in synchronic the aims of this
research, which aims to find the out to whether the South African Department of Education is
using the grade 8 and 9 Social Sciences curriculum to promote the democratic values of the
South African constitution.
The research style used for this study is desktop analysis (PMR Consulting & Research, 2018,
p.1) define desktop analysis as “desk research comprising of searching for information using
existing resources, such as the press, the Internet, analytical reports and statistical
publications”. This research style is most appropriate because the research material (literature
review) for the study is found online in documents and in the library, and is more conveniently
accessible in this manner. One of the advantages of using this style of research is that it is “cost
effective” (Johnston, 2013, p. 624)
The collected data in this research is secondary data, according to (Johnston, 2013, p.1)
secondary data is data which was collected by someone else for another primary purpose. In
another definition (Bertram, &Christiansen,2013) argue that information found on the
Department of Education databases about how many teachers are qualified, and matric pass
rates, are examples of secondary data. Observation, and interview transcripts are also examples
of secondary data, this data can be used and analysed in different ways and for different
purposes (Bertram, &Christiansen, 2013, p.98). But the advantages of using desktop research
are that the data is already there, therefore as a researcher you do not have to collect the data
yourself.
The form of sampling used for this study is purposive sampling “means as the researcher I
would have choice about which people, group, or objects would be included in the sample”
(Bertram, &Christiansen, 2013, p.60). For this research the data that was collected, was data
that mainly focused on the education curriculum, policy, social sciences, constitution, values,
and South African history and I chose which ones are relevant for the research.
This study fall under the interpretivist paradigm and one of the limitations associated with
interpretivism relates to subject nature of the approach great space for bias on behalf of the
researcher, even the data gathered is influenced by personal viewpoints and values of certain
individual (Dudovskiy, 2008). The personal viewpoints in the data also undermine reliability
and representativeness of the collected data (Hunt, 2009).
Social science research takes place in natural, everyday settings, which will always contain
particular and unique features that cannot be exactly reproduced in a second setting, or even in
the same setting at a different point in time. To increase the credibility of the findings in this
research we have employed triangulation, triangulation is “capturing and respecting multiple
perspectives,” (Patton, 2002, p. 546). Yeasmin (2012) also defines triangulation as a
combination of two or more theories, data sources, methods or investigators in one study of a
single phenomenon to converge on a single construct, and can be employed in both quantitative
(validation) and qualitative (inquiry) studies. Under triangulation researchers are encouraged
to get variety in the data sources, the greater the variety of data the more it will be rich in
breadth, and depth (Morrow, 2007). The purpose of triangulation in specific contexts is to
obtain confirmation of findings through convergence of different perspectives (Yeasmin,
2012).
This study in order to provide confirmation of the results, increase the credibility, and validity
of the results different sources have been used to confirm the phenomenon in question. For
instance when defining Social Science Education different definitions were to define Social
Sciences Education “Social Sciences according the CAPS (2011) refers to “History and
Geography, which both should be taught and assessed every term of the school year, the two
disciplines are kept separate but the curriculum is designed to complement the knowledge,
contents, and skills and concepts outlined in each”. “Social History places its emphasis on
issues of class, genders, race, and ethnicity, with the aim of broadening and deepening our
understanding of the complex causes and consequences of environmental change (Mosley,
2006, p.916)”. This is an example of how triangulation in this study was used in order to
increase credibility. Data from different platforms such as scholarly articles, books, policies,
and official websites was also used to gather data for this research paper. That process creates
variety in the data collected increasing the credibility of the research data.
4. Discussion
The results found in this study are based on the study of the South African education
curriculum, educational policies, South African constitution, history of South African
education, and on the work of different scholars who have written about how the school
curriculum can influence the citizens of a country. The results of the study are also based on
cases where education has been used to influence the values of the citizens, notably in Iraq,
and Turkey. What has been discovered by this study is that the South African grade 8 and 9
Social Sciences curriculum is promoting the values of the South African constitution based on
the policies that underpin the South African education. This includes policies such as the:

Curriculum and Assessment Policy Statement (CAPS),

Education White Paper 6,

Revised National Curriculum Statement,

National Curriculum Statement,

Manifesto on Values, Education and Democracy,

White Paper on Education and Training,

South African Constitution.
The way the grade 8 and 9 content is structured and taught to learners is also supporting the
promotion of Reconciliation, and democratic values, as shown in figure 1, 2, 3, 4, and 5. There
is also evidence from other countries that education can be used as a tool to influence the values
of the citizens of the country the case studies of Turkey, Cyprus, and Iraq were the examples
of countries using education using to promote the desired values on its citizens. Character
Education Theory which this research is underpinned by also supports the view that education
is responsible for direct teaching of values to the learners in school, the theory hold educators,
parents, and the community is responsible teaching, and shaping values to learner (Wynne,
1991).
4.1. South African Curriculums and fostering values of the constitutions
Introduction
The focus point of this discussion is now going to be based on the South African curriculum
fostering the values of the constitution. The discussion is going to start by discussing the
Revised National Curriculum Statement on how it is promoting the values of the constitution.
The second part of the discussion will focus on discussing the Curriculum and Assessment
Policy Statements. The third part of the discussion will discuss the role of White paper on
Education and Training in South African education.
4.1.1. The Revised National Curriculum Statement
The Revised National Curriculum Statement which is the present school curriculum used in
schools is based on the following principals: Social Justice, a Healthy Environment, Human
Rights and Inclusivity, Outcomes-based Education, Clarity and Accessibility Progression and
Integration. The South African constitution is also based on these values notably “democratic
values, social justice and fundamental human rights”. There is a synchrony between the values
at which the South African constitution is based on, and the principals of the Revised National
Curriculum Statement. The synchrony suggest the curriculum is based on the values of the
constitution, and further study of the content material does suggest that the curriculum is
promoting the values of democracy as pointed in page 144 on the analysis of the topic “Further
land dispossession and defeat of African Kingdoms: Xhosa 1878 and Pedi and Zulu 1879”.
The result of the analysis of this topic was that the authors of the textbook used a romanticising
tone to describe the historical events in the textbook. For instance the authors of the textbook
acknowledge how the Boers and the English disposed the African off their land, but this is
explained in a manner as if it was normal custom to be done, and there were not any sufferings
from those the land was omitted from the black people.
Figure 4.1.1.2. (Ranby, Johannesson, & Montheith, 2013, p. 144)
The analysis of the topic “Social Issues Related to the Rapid growth of Cities” in page 23 the
analysis also points out that there is avoidance in the textbooks of history content that will
derail the teachings of democratic values on the learners. In the textbook acknowledge mention
that there are many people living in informal settlements, but that content is incomplete. The
reasons they give for such a large amount of informal settlement is “shortage of houses, lack
of urban planning, and a large number of migrants” (Ranby, & Johannesson, 2013, p. 78). They
could have stated that one of the many reasons why there was such a huge shortage of houses,
and many people living in informal settlements is because of apartheid acts like the Land Act
of 1913, and Glen Grey Act 1894 (Ngubo, 1910). Such portrayal of historical events
perpetuates the view that the Social Sciences curriculum is promoting democratic values of the
South African constitution.
Figure 4.1.1.3 (Ranby, Johannesson, & Montheith, 2013, p. 78)
4.1.2. Curriculum and Assessment Policy Statements (CAPS)
CAPS which is a policy statement designed to help the teachers implement the education
curriculum of the South African schools also promotes the democratic values of the South
African constitution. The Social Sciences grade 8 and 9 CAPS is based on the values that are
inspired by the Constitution (Act 108 of 1996) (CAPS, 2011, p. 3). It indicated clearly in CAPS
that study of History also supports citizenship within a democracy by:

Explaining and encouraging the values of the South African Constitution
The fact that a policy which was developed to help implement the curriculum of South African
schools is based on the values inspired by the constitution, means the curriculum itself is
actually promoting the values of the constitution which are embedded in the curriculum, as
argued by (Ersoy, 2014; Kadıoğlu, 2007).
This study found that the process of using education to transmit certain values on the citizens
of South Africa is not recent, during the colonial era in South Africa this was done by the
colonial British government in 1882 in South Africa through Missionary Education (Christie,
1998; Msila, 2007). The British colonial government used Missionary Education as means of
spreading their language and traditions in the colony, and also as a means of social control
(Msila, 2007). This study also found that following education curriculum - Missionary
Education, Christian National Education, Outcomes Based Education, National Curriculum
Statement, and Revised National Curriculum Statement (RNCS). These curriculums all had
aimed transmitting different values to learner through the curriculum. The RNCS which is the
current school curriculum in South Africa is also built on the vision and values of the
constitution of South Africa (RNCS, 2004) CAPS?. The vision of the current South African
constitution is to create a society that is open and democratic, and that which emphasises
dignity, justice, and equality (Constitution of the Republic of South Africa, 1996). The values
of the constitution which the RNCS is based on include democratic values such as equality,
justice, sovereignty, diversity, and patriotism. Therefore it is safe to say that the curriculum is
fostering the democratic values of the constitution, as shown in figure 1, 2, 3, 4, and 5 this is
also done in the classroom.
The results of this research paper are that the South African grade 8 and 9 Social Sciences
curriculum is promoting the values of the South African constitution. This process is supported
by policies such the CAPS, RNCS, White Papers on Education, constitution, and the Manifesto
on Values, Education and Democracy. Educators are the facilitators of this process because
they are the one who have to teach the content that promotes the values of the constitution.
What this research paper found was that certain historical events in the Social Sciences
curriculum are taught in a romanticised manner in order to allow for the process of
reconciliation (Dryden, 1991). This has a negative impact on the learners because the learners
do not get to understand the true reflection and consequences of the historical events which
happened in our country. As clearly argued by (Crisolo, & Camposano, 2017; Goldberg, 2011).
Social Sciences is very important subject on a learners life, as the subject introduces the learner
to the social issues of society, it also enables the learner to view things from a holistic point of
view. Therefore the curriculum planners should not allow for political goals to overcome the
academic importance of the subject. Hence Brunner (2013) that it is important for education
not to be used to foster the government’s ideals and objectives but teach learners for life.
4.2. White paper on Education and Training
White Paper on Education and Training Notice 196 of 1995 which is the national policy for the
reconstruction and development of education and training recommended many strategies to the
development of education in South Africa. One of the recommendations included that
education should be responsible for the realisation of democracy liberty, equality, justice and
peace are necessary conditions for the pursuit and enjoyment of lifelong learning. This suggests
that from the beginning of the transformation process of the post-apartheid education the
Department of Education has acknowledged the potential of education to transmit the values
of democracy. The White Paper on Education and Training Notice 196 of 1995 blatantly states
that education system “must counter the legacy of violence by promoting the values underlying
the democratic process”. The promotion of the democratic values is not confined only on
certain subjects, but on all school subjects taught to learners. Which according to the grade
Social Science grade 8-9 CAPS is clearly stated that the study of History also supports
citizenship within a democracy by:

Explaining and encouraging the values of the South African Constitution
The Education White Paper 2 Notice of 130 of 1996 which was formed for transforming the
South Africa's pattern of school organisation, governance and funding, which has a legacy of
the apartheid system maintains that change has to occur to support the vision of the constitution
as clearly indicated in (Education White Paper 2, 1996, p.1). This white paper recommended
that schools must be transformed in accordance with democratic values and practice, and the
requirements of the Constitution. White paper 3 is also based on principles of democracy:
Equity and redress, Democratisation, Development, Quality, Effectiveness and efficiency,
Academic freedom, and Public accountability. During 2001 the Department of Education
introduced a white paper on a very critical part of a child’s school career, White Paper 5 on
Early Childhood Education. The main focus of the paper was addressing the establishment of
a national system of provision of the Reception Year for children aged 5 years. The White
Paper 5 contends that the early years have been recognised as the ideal phase for the
transmission of the values that are essential for a peaceful, prosperous and democratic society.
Thus far all the white papers which underpinned the South African education have all
acknowledged that education in South Africa should be responsible for the transmission of
democratic values including Social Science learning Area. The democratic values are also the
same values being promoted by the constitution of South Africa, these different White Papers
are concerned with different segments of the education in South Africa. But all their policies
contend that education in South Africa should promote democratic values. This also shows that
all the different segments of education are interlinked, as they all vow for the promotion of
democratic values by education.
4.3. Case studies from Turkey, Iraq, and Cyprus
This study also found that even in other countries education is used to foster the vision of the
constitution of the country and promote certain values to the citizens. Turkey did use education
to promote the values which the government of the country wanted its citizens to have at the
time. During 1923 which was the Single Party period in Turkey education was practices were
shaped by republican and nation state-oriented policies (Kadıoğlu, 2007). The constitution was
generally focused on teaching the duties and responsibilities of the good citizens while aiming
to create a modern culture (Üstel, 2004). During the multi-party period the national education
curriculum started to include information on human rights and textbooks highlighted the role
of democracy in the family, as well as in schools (Üstel, 2004). Then there is the European
Union accession period, where the Ministry of National Education (MoNE) developed a
curriculum based on the norms, aims, and educational concepts of the European Union
(Ministry of National Education, 2004). The MoNE also implemented several European Union
sponsored project of democratic citizenship and human rights education to revise regulations
and curriculum, raise school staff awareness of democratic citizenship education and human
rights, and overall to develop a democratic school culture (MoNE, 2008). This is another great
example of how education has been used to promote democratic values on the learners of a
country.
This process is synonymous with the Character Education theoretical framework which
contends for direct teaching of values by teachers in the classroom. The textbooks used in the
grade 8 and 9 textbook, and the class activities in the textbook which allow for the process to
happen in the classroom, as shown in figure 4.3.1. The textbook does define what the apartheid
are, and the impact they had on the lives of the people at the time, but the content does not link
the impacts of apartheid laws to the today’s society (figure, 4.3.1). For instance 73% of farming
land in South Africa is owned by white people (Crowley, 2017) of the reasons for that because
of apartheid laws such as Land Act 1913, and Group Areas act 1950. Which black people were
disposed of their land it was given to white people, which is one the many reason why 73% of
farming land is owned by white people. There seems to be a trend among the textbook authors
to avoid the content that will derail the reconciliation process and teaching of democratic
values.
Figure 4.3.1 (Coetzee, Holmes, & Johnston, 2006, p.56)
4.4. Conclusion
The aim of this discussion was to discuss all the main points discussed in this research paper,
and reveal the findings of the research paper. The first part of the discussion discussed the
results that were found by this study, which indicate that the South African grade 8 and 9 Social
Sciences curriculum is promoting the values of the South African constitution. Based on the
policies that underpin the South African such as the Revised National Curriculum Statement,
National Curriculum Statement, Curriculum and Assessment Policy Statement. The second
part discussed the Revised National Curriculum Statement, White paper on Education and
Training, and the Curriculum Assessment Policy Statement. As part of the discussion case
studies of Turkey, Iraq, and Cyprus were also discussed to make examples and reference of
countries which are using education to spread the values of its governments.
5. Conclusion and recommendations
Based on the research finding the research question was answered, that yes the Social Sciences
grade 8 and 9 curriculum is promoting the democratic values of the South African constitution.
Based on evidence from the constitution, the Curriculum and Assessment Policy Statement,
National Curriculum Statements, Revised National Curriculum Statement (Social Sciences),
and the White Paper on Education and Training. The mentioned policies all underpin the South
African education, including Social Sciences and their aims and visions are inclined with
promoting the democratic values of the South African constitution. .
To answer the research question locating the background and context of the study was of
paramount importance, this study is located in South Africa, and it is based on the post South
Africa context. Locating the background and context of the study makes it possible for the
reader to understand the history of the South African education, and how that history has
affected the current state of our education. The important concepts in this research are Values,
Social Sciences, Social Sciences Education, Curriculum, and the Constitution. Explaining these
concepts in reference to the research question was also vital to answering the research question
of this research paper. To support the findings and arguments made in the research paper
theoretical frameworks were used, which are Character Education Theory and Social Learning
Theory, both the ideas of these theories are in line with the arguments and results of this study.
A literature review comprising of all the concepts of the research Values, Social Sciences,
Social Sciences Education, Curriculum, and the Constitution, was also constructed in order to
be able to answer the research question.
To also answer the research question we have also used case studies of countries who have
used and are still using education to promote the democratic values of their governments, this
include case studies of Iraq, Turkey, Greece, Kuwait, and Cyprus. Determining whether the
Social Sciences curriculum is promoting the democratic values of the constitution, meant that
an analysis of the grade 8 and 9 Social Sciences had to be conducted. An analysis in four
different textbooks was conducted, an analysis on the tone used to describe the historical events
on the textbook, the kind of values the content knowledge and activities transferred to the
learners was all analysed. As evidence of the analysis pictures of the textbooks were also
included in the research paper. This research therefore falls under the interpretivism paradigm,
since main objective of this study is to find out whether South African Department of Education
is using Social Sciences grade 8 and 9 curriculums to promote the democratic values of the
South African constitution. This study employed purposive sampling because the collected data
is mainly focused on the education curriculum, policy, social sciences, constitution, values, and
South African history and only the data relevant for this research was selected.
Advantages and Disadvantages
The main advantage with the government using education to promote democratic values is that
learners are taught such values at an early age, and they grow up knowing and understanding
these values. Minority groups also get a chance to be also represented in the school curriculums
as curriculum planners have to set the curriculum in adherence to given policies that govern
curriculum development (OAS General Assembly for High Schools, 2008). Teaching values
through education also diminishes violence, aggression, and drug in take amongst the learners
(Schulze, 2014).
The main disadvantage of using education to spread democratic values is that learners will end
up learning content that is regarded as correct by only a few in power of education in the
country (Brunner, 2013). Learners will also not get to understand the actual historical events
as they really happened, because they may be obstructing the aims of those in charge of the
education system (Kibata, 1999)
Recommendations
The curriculum planners when planning the Social Sciences curriculum should not include too
much of the curriculum that will promote the democratic values of the constitution, in place of
content that will help learners be able to cope with History and Geography in their later grades
and become critical learners. The government of South Africa should also make other means
of improving reconciliation efforts in South Africa other than using education to reconcile
citizens. As educators we should also scrutinise the set curriculum for our learners, we should
ask ourselves is the content I am teaching really happened as it is described in the textbook? Is
this content going to make my learner more conscious? If we are not satisfied with the
knowledge the curriculum is giving our learners we should take our concerns through proper
channels such as in teacher’s conference meetings.
Teachers could also write official reports criticising the content they think does not reflected
as it really happened, as especially on the History part of Social Sciences, teacher union’s
support could be vital in publishing these reports. Teachers could also create awareness
campaigns about censorship of textbooks, present the effects of censorship to the governing
bodies, parents, education officials, and to the learners.
Conclusion
The results found in this research were that the Social Sciences grade 8 and 9 curriculum is
promoting the democratic values of the South Africa constitution. The process is underpinned
by policies such as the White Paper on Education and Training, Manifesto on Values,
Education and Democracy, and the Revised National Curriculum Statement. The process is
then facilitated by the Curriculum and Assessment Policy Statement, and the textbooks which
are used to teach the subject such as the textbook by Bottaro, J Oxford Successful, Social
Sciences; Ranby, P Platinum Social Sciences.
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