The Triple Helix of Curriculum Reform in Secondary Mathematics Education: Teacher Agency and the Integration of Indigenous Knowledge Systems in Post-Apartheid South Africa
Keywords:
Curriculum Reform; Indigenous Knowledge Systems; Mathematics Teacher Agency; Triple Helix Framework; South African EducationAbstract
Reform of the mathematics curriculum in post-apartheid South Africa has involved sustained efforts to redress historical inequalities and forms of epistemic exclusion. Despite these initiatives, the integration of Indigenous Knowledge Systems (IKS) into formal mathematics education remains uneven and, in many cases, largely symbolic. This paper draws on the Triple Helix framework to examine curriculum reform as an interactive process involving government, higher education institutions, and teacher-related agencies. Particular attention is given to mathematics teacher agency, which is examined as a central factor influencing how curriculum reforms are interpreted and implemented at the secondary school level. Using a qualitative, non-empirical critical analysis of policy documents and relevant literature, and guided by interpretivist and critical research traditions, the study shows that although IKS has gained recognition within national curriculum policies, a noticeable gap persists between policy intentions and classroom practice, especially in mathematics instruction, assessment, and teacher preparation. The analysis further indicates that hierarchical relationships within the Triple Helix structure often undervalue teachers’ experiential knowledge and cultural perspectives, limiting their ability to design and implement contextual meaningful mathematics curricula. The paper contributes to ongoing discussions on meaningful IKS integration by proposing a partnership-oriented and culturally grounded model of teacher professional learning. It also argues that stronger alignment between curriculum policy, assessment practices, and teacher education is necessary to position teacher agency as a genuine driver of curriculum innovation in post-apartheid South African mathematics education.
https://doi.org/10.26803/ijlter.25.5.43
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