Abstract The topic of decolonisation has become a contested terrain because of the curriculum challenges facing education systems in Africa, particularly South Africa. To address these challenges, many scholars have underscored the importance of using socio-culturally relevant curricula in Africa. This article is divided into two sections. First, it explores challenges facing education systems in Africa and how decolonisation and socio-culturally relevant curricula, resources, and teacher training can provide answers to those challenges. Then the article explains how Ufasimba Primary School emerged as a school where the School Environmental Education Programme (SEEP) was used to decolonise the curriculum. The challenge, however, was that the Department of Basic Education (DBE) in the KwaZulu- Natal province in South Africa had not made it mandatory for schools to implement the SEEP. This study recommends that the integration of the SEEP into the curriculum should be mandatory at primary education level. A qualitative approach and a grounded theory method, underpinned by the social constructivist paradigm, were used for this study. Data collection methods included semi-structured interviews and the observation method. The basic principles of grounded theory and the NVivo software program assisted in the data analysis for this study.

中文翻译：

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使用学校环境教育计划 (SEEP) 使课程非殖民化：来自南非 Ufasimba 小学的经验教训

摘要 由于非洲，尤其是南非的教育系统面临的课程挑战，非殖民化主题已成为一个有争议的领域。为了应对这些挑战，许多学者强调了在非洲使用与社会文化相关的课程的重要性。本文分为两个部分。首先，它探讨了非洲教育系统面临的挑战，以及非殖民化和与社会文化相关的课程、资源和教师培训如何为这些挑战提供答案。然后，文章解释了 Ufasimba 小学如何成为一所使用学校环境教育计划 (SEEP) 来实现非殖民化课程的学校。然而，挑战 是南非夸祖鲁-纳塔尔省的基础教育部 (DBE) 没有强制要求学校实施 SEEP。本研究建议将 SEEP 纳入课程应该是小学教育阶段的强制性要求。本研究使用了以社会建构主义范式为基础的定性方法和扎根理论方法。数据收集方法包括半结构化访谈和观察法。扎根理论的基本原理和 NVivo 软件程序有助于本研究的数据分析。以社会建构主义范式为基础，被用于本研究。数据收集方法包括半结构化访谈和观察法。扎根理论的基本原理和 NVivo 软件程序有助于本研究的数据分析。以社会建构主义范式为基础，被用于本研究。数据收集方法包括半结构化访谈和观察法。扎根理论的基本原理和 NVivo 软件程序有助于本研究的数据分析。