Throughout
the world, education policy makers perceive the role of education as critical
in building the future. Conscientious education planners often consider aspects
such as relevance linked to features like culture, progress and citizenship
when they plan their education systems. For many, education is the only process
that can transform the ills in society and help bring equality and equity.
Furthermore, it is through effective education that countries can redress
anomalies in language, patriotism, history, culture and nationalism. This
article explores the role of education in two countries, the Republics of South
Africa and Iran, and how education’s role has impacted in supporting a changing
society. It traces the philosophy and beliefs of two leaders, Sayyid Ruhollah
Khomeini and Nelson Mandela. Khomeini perceived religion and the clergy as
critical in education that would engender purity in students. Mandela as a
young man learnt from his elders that the oppressed black people had nothing,
hence in examining him the paper examines decolonization and the role of
education in bringing about liberation and epistemic freedom. Among the
commonalities between the two was that both leaders sought to rid education of
the damaging effects of exclusive Western knowledge. But there are differences
too. On the one hand, Mandela’s philosophy was based on basic human rights and
equality for all, yet on the other, critics have pointed out that Khomeini’s
dream of purity in education excluded women.
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