Towards poetry as a decolonial strategy in teaching a sensitive & controversial past in post-apartheid South Africa

Abstract

The following research seeks to explore the potential use of poetry as a decolonial strategy in teaching sensitive and controversial topics of post-apartheid South Africa. Addressing the gap in decolonial approaches to history education through, drawing on the concept of decolonial theory as a theoretical framework, this study examines how carefully selected poetry can empower marginalized voices, challenge dominant and colonial perspectives, and contribute to a more inclusive history curriculum. The study’s objectives include exploring the potential of poetry to contribute to decolonising history teaching, through assessing its role in empowering marginalized voices, and being able to understand poetry’s potential for encouraging critical thinking in the classroom. This study poses questions based on the various challenges of using poetry as a decolonial teaching strategy, such as choosing poems that represent diverse voices and perspectives of historically silenced people. Additionally, this research investigates how, by analysing selected poems and curriculum content, poetry can evoke learners' emotions, address the complexities of colonial-apartheid histories, and empower marginalized voices. Using a qualitative approach involving document and textual analysis, selected poems and curriculum materials were analysed. Key findings suggest that poetry can effectively connect learners to complex historical contexts, helping to address emotional challenges and create spaces for dialogue. Furthermore, this research focuses on emphasising the need for decolonial pedagogies in addressing post-apartheid historical complexities and argues for the potential of carefully selected poetry in creating a history classroom that allows for inclusive engagement.