<b>CHAPTER 3:</b> Advancing Pedagogical Transformative Voices From the Peripheries: The Role of Critical Thinking, Creativity and Problem-Solving in the Curriculum

The urgency to translate pedagogical ideals into actionable classroom practices is the focus of this chapter. Curriculum reform that translates ideals on pedagogies for critical thinking, creativity, and problem-solving skills is the focus of this chapter. Grounded in African Critical Theory (ACT) and Critical Race Theory (CRT), the chapter argues for a view on curriculum as praxis, with an emphasis on a deliberate pedagogic focus on empowering students through enhancing their agency in the design of the learning experience. Using Participatory Action Research (PAR) involving twelve postgraduate students and three academic staff members, the chapter uses empirical data to suggest the implications of the views on learning outcomes and engagement. To develop specific recommendations, the chapter uses Critical Discourse Analysis (CDA) to unpack the findings.