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An exploration of the shifts in imagined academic and civic identities across four history curriculum documents
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2019)
This article analyses four curriculum documents in terms of the kinds of academic and civic identities that they would seek to produce. The curriculum documents are two South African (Curriculum 2005 [1997] and the Curriculum ...
“Making History compulsory”: Politically inspired or pedagogically justifiable?
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2016)
While recognising the contested nature of History as a school subject, this
article explores the political context and practical implications of making History
compulsory until Grade 12. After twenty one years of democracy, ...
Utilizing a Historically Imbedded Source- Based Analysis Model (HISBAM) in the History school classroom
(South African Society for History Teaching (SASHT) under the patronage of the Department of Humanities Education in the Faculty of Education at the University of Pretoria, 2021)
This paper aims to elucidate upon a model that imbeds historical skills, concepts and
categorizations into a source-based analysis approach utilizing levels of cognitive
complexity by combining different types of sources ...