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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]

This article examines the influence that IHIs (such as the African System on Human and Peoples' Rights) can exert within states, with the facilitative work of local popular forces, and relates that to the possibility of valuable IHI contributions to peacebuilding within deeply fragmented African states. Of all the existing approaches to the study of IHIs, constructivism comes the closest to accounting for the highly significant incidences of IHI-fostered (and popular forces-facilitated) 'correspondence' that occurs outside the 'compliance radar'. In this sense the article is a contribution to the growing constructivist human rights and institutional literature sets. In particular the article explores the brighter possibilities for peacebuilding thinking and practice that are revealed by a broader and less conventional analysis of the African system's continuing engagement with elements of the local popular forces that operate within Nigeria. [ABSTRACT FROM AUTHOR]