The concern I want to raise in this chapter is related to the relationship between indigenous identities, knowledge systems and indigenous values and world views compared to world views found in South Africa’s new curricula after new dispensation. What are the values the indigenous pupils meet at home? Do they concur with those of the new curricula after 1994? The rationale for this focus is related to the question of whether the South African primary school is ‘their school’, the school for the majority of South African children in terms of culture and knowledge
