Curriculum Decolonization and Relevance

A Mozambican Framework for 21st Century Learning

Abstract

This study addresses the persistent disjuncture between Mozambique’s inherited colonial-era curriculum and the cognitive, cultural, and economic realities of its 21st-century learners. The research problem centres on the lack of a coherent, contextually relevant framework to guide curriculum decolonization, which remains a largely theoretical aspiration rather than a practical pedagogical tool. Employing a qualitative, participatory action research methodology, this study engaged educators, curriculum developers, and community elders in central and northern Mozambique through focus group discussions and curriculum analysis workshops. The objective was to co-construct a practical framework for integrating indigenous knowledge systems, local languages, and Mozambican historiography into core subject areas. Key findings reveal that a decolonized curriculum for Mozambique must be built upon three foundational pillars: the epistemic validation of endogenous knowledge, the linguistic integration of Emakhuwa, Xichangana, and other native languages as mediums of instruction, and the pedagogical prioritization of critical consciousness and community problem-solving. The study argues that relevance for the African learner is contingent on this epistemological shift, which moves beyond mere content addition to a fundamental re-centring of Mozambican worldviews. The significance of this research lies in its provision of a tangible, practitioner-informed model that can direct national policy, enhance learner engagement, and foster a generation of students equipped with skills and knowledge directly applicable to their local and continental context.