The Significance of Environmental History in South Africa’s School History Curriculum within a VUCA Context

Abstract

Environmental history investigates the interactions between humans and the natural environment over a specific period, exploring how these relationships have shaped ecological systems and human societies. The relationship between nature and humanity is analogous to a tapestry woven thread by thread, emphasising the importance of the depth of the connection between the two. The scholarly neglect of environmental history in the history Curriculum Assessment Policy Statement (CAPS) is increasingly difficult to justify and understand in the face of global land, ecological and climate crises. The history curriculum commits itself to ensuring environmental justice. At the same time, it excludes history which is necessary for achieving this environmental justice, and there are also pressing environmental issues that require immediate attention. This conceptual paper employs a critical inquiry approach to examine the absence of environmental history in the history CAPS and argues for its inclusion in this curriculum. The paper aims to critically interrogate the epistemic exclusions within the CAPS history curriculum and proposes integrating environmental history as a pathway to curricular justice. Using the decolonial and rhizomatic approaches as theoretical frameworks, the argument is developed through conceptual analysis of curriculum policy documents and the broader historical context of epistemic exclusion in the Volatile, Uncertain, Complex, Ambiguous (VUCA) world. Environmental history offers learners critical tools to understand the intersection of humans and nature, from colonial land dispossession to contemporary environmental issues. Therefore, this paper argues for including environmental history to promote epistemic, social and environmental justice. Its inclusion will equip learners to critically reflect on the evolving relationship between human societies and the natural environment, fostering environmental consciousness and contextual historical understanding. This would help learners critically engage with Indigenous Knowledge Systems (IKS) and draw insights to address environmental issues.