Now showing items 1-6 of 6
Viewing 'the other' over a hundred and a score more years : South Africa and Russia (1890-2010)
Whether novel is history or history is novel, is a tantalising point. “The novel is no longer a work, a thing to make last, to connect the past with the future but (only) one current event among many, a gesture with no ...
Bantu Education: destructive intervention or part reform?
(School for Basic Sciences, Vaal Triangle Campus, North-West University, 2012)
The introduction of public education for blacks in 1953 and the withdrawal of state subsidies from mission schools were among the most controversial measures that the National Party (NP) government took. In introducing Bantu ...
Anachronism and the rewriting of history: the South Africa case
The use and abuse of anachronism is often seen as the quintessence of the writing of history. Historians tend to conceive it as the hardcore of their métier to avoid anachronism. It designates a confusion in order of time, ...
Political economy of History textbook publishing during apartheid (1948-1994): Towards further historical enquiry into commercial imperatives
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2015)
The provision of textbooks in apartheid South Africa (1948-1994), a source of controversy and media interest in recent years, is placed in historical perspective, with particular reference to History textbook production. ...
“The British coloureds of Sophiatown”: the case of St. Joseph’s Home for coloured children, 1923-1998
(School for Basic Sciences, Vaal Triangle Campus, North-West University, 2017)
During apartheid South Africa (1948-1994), black, coloured, and Indian children did not enjoy the same privileges as their peers of European descent – because of racial discrimination. However, some destitute coloured ...
A comparative investigation into the representation of Russia in apartheid and post-apartheid era South African History textbooks
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2018)
In this comparative study we employed a quantitative approach, underpinned by the interpretivist paradigm, to analyse the content on Russia as found in Apartheid and post-Apartheid History textbooks. This was done by means ...