Resumen

LUMADI, Mutendwahothe Walter. Fostering an equitable curriculum for all: a social cohesion lens. Educ. as change [online]. 2020, vol.24, n.1, pp.1-20. ISSN 1947-9417.  http://dx.doi.org/10.25159/1947-9417/5657.

The discourse of equal education in the South African education system is polemical, and achieving its aim is a daunting task. The premise of this study affirms that fostering an equitable curriculum for all is essential for social cohesion. The achievement of greater equity through schooling is vital to society and national identity because the citizenry purports to believe in the universal right to pursue quality life for all. I contend that curriculum implementation should reject the dominant miseducation within society that enables and legitimises the inequitable treatment of its citizenry, at the expense of democracy. It is worth noting that all human beings are created equal and endowed with certain inalienable rights, among which are life and liberty. A qualitative approach was employed in the study. An equitable curriculum must strive to include the lives of all those in society, especially the marginalised and dominated. Undemocratic, persistent inequities exist in the education system, and in religious and political agencies that promote the opposite of a tolerant and humane society. Equity in a curriculum is pivotal to the alleviation of injustices in society and is a panacea to the perpetuation of unfair practices. Fostering an equitable curriculum for all is mostly based on the intertwined principles of social justice, mainly equity, access, participation, and rights.

Palabras clave : equity; curriculum; social justice; equality; participation; social cohesion; rights; access.

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