The Need for a Transformative Pedagogy for Early Childhood Care and Education in South Africa

Thirty years into a democratic South Africa and pedagogical approaches in many early childhood contexts are still undemocratic that espouse to pedagogy being conducted in transmissive ways. There is a dissonance with what policies designate and what practices promulgamate in ECCE. In this chapter I argue why we need an alternate pedagogy in South Africa such as a transformative pedagogy which has its roots in critical theory, ubuntugogy and pedagogy in participation. Drawing from concepts of critical theory, pedagogy in participation and ubuntugogy, I propose a transformative pedagogy.