The Role of Afrocentric Education in Promoting Learner Identity, Cultural Pride, and Belonging at a Selected High School in Mafarana Circuit, Mopani West District, Limpopo Province, South Africa

Abstract

Afrocentric education is one of the strong answers to historical marginalisation of the African knowledge systems in South African schooling. This study examines how Afrocentric education is useful in fostering the sense of belonging, cultural pride, and identity among learners in South African classrooms. The study applies the Afrocentric theory, decolonial theory and social identity theory, it also argues that learning experiences rooted in African history, languages and values help learners to form positive self-concepts and significant connections to schooling. Based on the qualitative research method, the data was collected in the form of semi-structured interviews, focus group discussions, and classroom observations. The results prove that Afrocentric pedagogical practices support the cultural identity of the learners, confidence, and inclusive classroom settings. This research concludes that Afrocentric education needs to be incorporated into education systems and teaching activities in South Africa to heal the wrongs of the past and show socially fair education systems.