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Concepts of Justice and National Context Outlining Legal Comparisons Between the Federal Republic of Germany, the United States of America, and the People's Republic of China
(PER/PELJ, 2022)
Comparative law holds the promise of improving knowledge. Looking at other legal systems enables a nuanced understanding of the rules of one's own country. While comparative law traditionally starts with a concrete issue, ...
Poetry as method in the History classroom: decolonising possibilities
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2019)
Poetry can present historical material in a non-academic format. This format may be particularly important for students who are excluded from epistemic access (Morrow, 2007). This exclusion stems from many things, but ways ...
Gender in national history narratives in social studies textbooks for Ghana
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2019)
The Ghanaian society is highly patriarchal and one of the immediate outcomes is that assignment of roles and responsibilities are typically based on gender lines. This paper is about gender representation in social studies ...
Navigating the tension between official and unofficial History – a teacher’s view
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2019)
Growing up in the post-apartheid era in a township on the outskirts of Durban, and schooling in Durban North, I always wondered why the houses in KwaMashu township were small, clustered and all looked similar compared to ...
First-year History Education students’ personal narratives of the history of South Africa
(AOSIS, 2018)
This article is based on a free writing exercise given to 31 first-year History Education students in which they were, asked to write ‘The history of South Africa according to me’. Using narrative enquiry, the stories of ...
Reimagining the journey – expanding the History curriculum to teach for depth of understanding in the FET Phase
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2018)
While the NSC CAPS does prescribe topics to be taught in the FET Phase of schooling, it does not restrict an educator from teaching additional topics or extending topics. It will be argued that there is a necessity for ...
The founding of the Marloth Nature Reserve: a historic example of collaborative conservation
(School for Basic Sciences, Vaal Triangle Campus, North-West University, 2017)
During the 1970s collaborative conservation between management bodies and citizens became a field of academic interest. It is globally practised today and implies consensus-based decision-making, often with a special ...
Bloemfontein (1848-2015), mapping eight moments in time: Measuring and appreciating that which is nearest
(School for Basic Sciences, Vaal Triangle Campus, North-West University, 2016)
Maps represent more than physical reality. More significantly, they beckon that which is nearest; the life-care-place totality in which lived space is best understood as place, and lived time is best understood as care. ...
Segregated schools of thought: the Bantu Education Act (1953) revisited
(School for Basic Sciences, Vaal Triangle Campus, North-West University, 2017)
Various political parties, civil rights groups and columnists support the view that one of South Africa’s foremost socio-economic challenges is overcoming the scarring legacy which the Bantu Education Act of 1953 left on ...
Rethinking the reflective praxis of the name Social Science: Pedagogical ‘mischief’ in the Grade 4 to 9 Social Science curriculum
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2017)
The article depicts the global history of the Social Science (SS) curriculum to illustrate that already by the 19th century Geography and History had been divided. The influence of non-integration of the SS was mainly by ...