Teaching and learning sensitive and controversial topics in history through and with decolonial love

The Curriculum and Assessment Policy Statement (CAPS) school history curriculum of post-apartheid South Africa is littered with sensitive controversial topics. Many teachers their learners do not know how to confront these topics, especially in multiracial, multicultural, diverse classrooms. Therefore, this paper explores the idea decolonial love (Sandoval, 2000; Maldonado-Torres, 2006) could inform alternative creative pedagogies or contribute existing pedagogical frameworks that employ when engaging In I argue has potential enable both engage topics ways promote empathy, cognitive, social epistemic justice, inclusivity, critical thinking, respect, love, tolerance for others as envisioned CAPS document. This would, turn, transgression knowledge boundaries co-construction (Keating, 2013) thus, a way doing promotes pluriversal (situated) knowledges (Santos, 2014). Lastly, can provide useful framework teaching since it ties together different approaches teach such