Khoza, Simon BhekiFomunyam, Kehdinga GeorgeFomunyam, KehdingaSimon, Khoza2023-02-152023-02-152020-01-01Khoza, S.B. and Fomunyam, K.G. 2020. Introduction: theorising curriculum approaches and praxis. In: Khoza, S.B. and Fomunyam, K.G. eds. Curriculum theory, curriculum theorising, and the theoriser: the African theorising perspective. Leiden: Brill Sense. pp.: 1-11. doi:10.1163/9789004447943_0019789004447936https://hdl.handle.net/10321/4655Curriculum studies is at the core of the educational endeavour: it informs what happens in every educational institution. As a result of the criticality or primacy of the curriculum, every educational practitioner appears to claim expertise in curriculum matters, and in the direction the field of curriculum studies should take. The curriculum practitioner, especially in Africa, has been given little or no space to theorise, orienting the future of the field in Africa. Instead, European and American curriculum theorisers have been allowed to exert a marked influence on the nature and direction of African theoretical and philosophical underpinnings, especially in relation to curriculum studies. This situation raises fundamental questions about the future of education in Africa in general, and curriculum studies in particular. While Europe and America seem to be experimenting with new philosophical paradigms in curriculum studies, Africa seems to be trailing behind by ten or fifteen years. A case in point is the implementation in South Africa in the late nineties of outcomes-based education (OBE) (a European and American theoretical enterprise), although there was clear evidence that it would not work. Is Africa, therefore, doomed to repeat the mistakes of Europe and America in curriculum studies? Has educa-tion in Africa preconditioned the theoriser only to explore traditions from the global North, rather than experimenting and articulating alternative pathways for education in Africa? Must curriculum theorising in Africa slavishly follow the traditions of theorising laid down by the global North, or can such tradi-tions be used as springboards for the articulation of alternative perspectives, as we strive to develop African curriculum matters?11 penBook chapter2023-02-0210.1163/9789004447943_001