An investigation into how school leaders interpret decolonisation in the English curriculum, and its impact on schools’ internal education policies: A case study of two independent schools in Johannesburg

Abstract

This study investigated the extent to which two independent schools conceptualised, mediated, and managed decolonisation of the English curriculum through the selection of literature texts to be taught from Grade 8 to Grade 11. A small-scale, case study-based, qualitative research design was used to conduct research at one co-educational schools and one all-girls school in Johannesburg. Semi-structured and open-ended interviews were conducted with the following members of the School Management Teams: Deputy Headmistress of Academics; Deputy Headmistress of Transformation and Diversity; and the Head of the English Department. Each member interviewed was involved directly in the selection of texts to be taught in the English departments. Following the interviews, verbatim transcripts were coded thematically. The findings show that, while the practices of the schools’ current School Management Teams are addressing transformation and diversity, as specified by the Independent Schools Association of South Africa (ISASA), there are still systemic issues that prohibit decolonisation of the English curriculum. It is recommended that a greater understanding be achieved of the national objectives of transformation and diversity: this will enable the two independent schools to claim truly to be decolonising the curriculum.