“…35 Lamenting the fact that recent textbooks fail to promote either a Cameroonian or African identity, the author concludes that "if texts that continue to perpetrate Eurocentrism prevail in a textbook series that stands as official curriculum, especially when written by Cameroonians, one wonders if this is the result of their Eurocentric education and/or market forces." 36 A similar theme is present in South Africa where, as J. M. Du Preez has shown, apartheid-era history textbooks presented history in a way that justified Afrikaner domination and the Afrikaner struggle for self-determination, 37 creating a racist and nationalistic history aimed at celebrating the nation state and white-supremacist identities. South Africa's transition to democracy in 1994 saw a movement away from the apartheid curriculum and towards the creation of a "new South African identity that encompasses critical consciousness, to transform South African society, and to promote democracy."…”