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The shift in bearing on the traditional status quo Turkish foreign policy orientation has recently been studied through various approaches commonly associated with changing trends, to seek the theoretical and methodological pillars that underpin the state's policy behaviours towards new regions, including Africa. Accordingly, over the last two decades, ideas, linguistic constructs, identity, and religious and cultural factors have been added to an overarching and homogenous vision of Turkish foreign policy. Although identity-based theoretical studies explain dynamic changes in the Turkish foreign policy paradigm towards new regions, several of them fail to touch on how Turkish identities are translated into state policy. This article aims to address this by arguing that the effect of personality and leadership on the policymaking process of Turkey has become more visible over the last two decades, in tune with Turkey's identity (neo-Ottomanism, Islam), which then evolves into state policies. The article opens avenues for further academic studies on two fronts. It accounts for the theoretical background of Turkey's attachment to Africa through a constructivist approach, while responding to how Turkey's identities are translated into state practice, an issue not sufficiently addressed in current literature. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]