Аннотация:The advent of the democratic dispensation in South Africa dismantled an education system that was divided into several subsystems along racial and ethnic-linguistic lines, which had transpired under the apartheid oppressive government era.During this era, the South African educational system was characterised not only by segregation, but by a curriculum that was explicit in enforcing different educational opportunities for South Africans, depending on their racial classification.Within the apartheid educational system, the curriculum of the oppressed was designed by the oppressors who had a cultural background different to that of Africans.Evidently, such an education system was not relevant to their needs nor reflective of the diverse backgrounds of African communities.Subsequently, this article examines the trends and patterns that can be observed in previous studies that address decolonisation and Africanisation of curriculum in South Africa.The article further focuses on the extent and ways in which gender-sensitive curriculum has been implemented in democratic South Africa.The article is based on studying literature and analysing if, and to what extent, social inclusion and social justice is advanced in its discussion.The analysis indicates that although there is common agreement within the studied literature for the need to decolonise and Africanise the curriculum, the two processes tend to move at a snail's pace in South Africa.With regard to the implementation of a gender-sensitive curriculum, literature reveals that good policies that have sought to implement gender equality in education are put in place; however, they lacked implementation.
