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All Journal AL-ATHFAL : JURNAL PENDIDIKAN ANAK Indonesian Journal of Learning Education and Counseling Belantika Pendidikan Palmyra Fiber as Additional Materials on Solid Concrete Brick of Aggregate Jurnal Simki Pedagogia International Journal of Humanities Education and Social Sciences Journal of Educational Research and Practice Nak-Kanak: Journal of Child Research Journal of Research in Education and Pedagogy Edukasi
Chikuvadze, Pinias
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Arts Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Social Sciences Other

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Reimagining Early Childhood Education in Southern Africa: Transforming Fragmented Curriculum through Cultural Pedagogy Chikuvadze, Pinias; Mutseekwa, Christopher; Makuvire, Claretah; Zuva, Joseph
Nak-Kanak: Journal of Child Research Vol. 3 No. 1 (2026)
Publisher : Program Studi Pendidikan Guru Pendidikan Anak Usia Dini, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/njcr.v3i1.209

Abstract

Background of the study: This paper centres on cultural pedagogy and its influence on transforming fragmented approaches into holistic, inclusive frameworks that nurture identity, community values, and lifelong learning. Aims and scope of paper: This study aims to transform fragmented Early Childhood Education (ECE) curricula in Southern Africa by embedding cultural pedagogy that nurtures holistic child development and strengthens cultural identity. It focuses on examining existing frameworks to identify gaps in cultural relevance while exploring indigenous knowledge systems, storytelling, play, and community-based practices as tools for curriculum transformation. Finally, the study sought to propose an integrated model that fosters identity formation, social cohesion, and lays strong foundations for lifelong learning. Methods: A systematic review approach guided by the PRISMA framework was employed to cross-examine 79 sources purposively selected from targeted databases (Scopus, Web of Science, DOAJ, AJOL, and Scielo, SA). Thematic analysis was employed to identify trends and gaps linked to cultural pedagogy and curriculum transformation in ECE across Southern Africa. Results: Based on the results, it was drawn that Ubuntugogy and chat theory formed the theoretical underpinning of cultural pedagogy in the ECE space. It was also revealed that curriculum fragmentation and pedagogical marginalisation were influenced by the historical, structural, and institutional factors. The results acknowledged the significance of language, storytelling, music, and play in nurturing culturally grounded ECE. In addition, the reviewed sources argued for inclusive curriculum frameworks, integration of cultural pedagogy into ECE policies, and a paradigm shift towards child-centred and community-based learning. Lastly, the selected sources emphasised the challenges and opportunities in redefining fragmented ECE curriculum across Southern Africa. Contribution: This study contributes by providing a culturally responsive framework that addresses fragmented early childhood curricula in Southern Africa. It offers practical insights for educators, policymakers, and communities to design inclusive programmes that strengthen identity, social cohesion, and lifelong learning foundations.
Transformative Leadership in the Sustainable Development of Early Childhood Education Teachers in South Africa: A Systematic Literature Review Chikuvadze, Pinias; Makuvire, Claretah; Mutseekwa, Christopher; Zuva, Joseph
Al-Athfal: Jurnal Pendidikan Anak Vol. 11 No. 1 (2025)
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.111-01

Abstract

Purpose – This paper sought to provide an overview and arguments of prevailing South Africa’s higher education initiatives, focusing on transformative leadership’s influence on sustainable Early Childhood Development (ECD) teacher development emphasizing partnership, empowerment, and shared vision.Design/methods/approach – This paper is grounded in a systematic review approach based on the selected keywords. 180 articles written in English and published between 2007 and 2024 in DHTE, Scopus, WoS, DOAJ, and Scielo SA databases were targeted as potential sources for this study. Systematic review guidelines were used to reduce them, focusing on topics, abstracts, and issues. The selected 80 articles were analysed independently for reliability and transferability. In addition, content analysis was used to construe the influence of transformational leadership on sustainable ECD teacher development within South Africa. Findings – The findings reveal that the rationale for adopting transformative leadership in sustainable ECD teacher development in higher education is grounded in the culture of continuous learning and professional growth.  This encourages reflection and self-assessment among teachers, helping them to evaluate their practices and adapt to meet students' needs better, which is crucial for sustainable development. In addition, this leadership style addresses social justice issues by advancing inclusive and equitable educational practices. It was acknowledged that this supports ECD teachers in developing their knowledge, skills and values. This enhances teachers’ teaching practices thereby contributing to sustainable ECD educational outcomes. Research implications/limitations – The review acknowledges the limitation of possible interpretive bias and recommends the need to explore further how transformative leadership can be adopted into the contemporary ECD curriculum. Practical implications – This provides insights for policymakers, curriculum developers, and teachers with an emphasis on how transformative leadership can influence the quality of the ECD teacher development programme in South Africa. Originality/value – This review contributes to the field by highlighting a largely overlooked transformative leadership style and suggesting how its influence can inform the creation of sustainable ECD teacher development.Paper type Literature review
Reimagining Early Childhood Education in Southern Africa: Transforming fragmented curriculum through cultural pedagogy Chikuvadze, Pinias; Kamil, Nurhusna; Makuvire, Claretah
Belantika Pendidikan Vol 8, No 2 (2025)
Publisher : Kayon Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47213/bp.v8i2.437

Abstract

This review scrutinises the transformation of the fragmented Early Childhood Education (ECE) curriculum in Southern Africa. A systematic review approach guided by the PRISMA framework was employed to cross-examine 48 sources purposively selected from targeted databases (Scopus, Web of Science, DOAJ, AJOL and Scielo, SA). Thematic analysis was employed to identify trends and gaps linked to cultural pedagogy and curriculum transformation in ECE across Southern Africa. Based on the results, it was drawn that Ubuntugogy and chat theory formed the theoretical underpinning of cultural pedagogy in the ECE space. It was also revealed that curriculum fragmentation and pedagogical marginalisation were influenced by the historical, structural, and institutional factors. The results acknowledged the significance of language, storytelling, music, and play in nurturing culturally grounded ECE. In addition, the reviewed sources argued for inclusive curriculum frameworks, integration of cultural pedagogy into ECE policies and a paradigm shift towards child-centred and community-based learning. Lastly, the selected sources emphasised the challenges and opportunities in redefining fragmented ECE curriculum across Southern Africa. Based on the results from the review, it was concluded that cultural pedagogy not only brings back pride to indigenous epistemologies but also transforms ECE as a space for social justice, equity, and identity formation. Hence, the need to reimagine ECE not only as an effective vehicle for sharing learning experiences, but also as a profound reflection of diverse cultural heritage across the region.
Co-Authors Christopher, Mutseekwa Claretah, Makuvire Cyprian, Dlamini Daimond, Dziva Erwin Putera Permana Gonzo, Getrude Joseph, Zuva Kamil, Nurhusna Magutsa, Lydia K. Maguya, Susan Makamure, Annamaria Makuvire, Claretah Mugijima, Samuel Musengi, Judith Mutseekwa, C Mutseekwa, Christopher Rusike, Patrick C. Young, Mudavanhu Zuva, Joseph