Browsing Yesterday & today = Gister & vandag by Title
Now showing items 468-487 of 715
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Probleme uit die senior sillabus - buiteparlementêre bedrywighede.
(The South African Society of History Teaching, 1987) -
Probleme uit die sillabus.
(Historical Society of South Africa / Historiese Genootskap van Suid-Afrika, 1981) -
Probleme uit die sillabus.
(The South African Society of History Teaching, 1988) -
Probleme uit die sillabus: die Russiese Rewolusie.
(The South African Society of History Teaching, 1987) -
Projekwerk in die laerskool.
(The South African Society of History Teaching, 1992) -
Race, power and me: my position as a History educator in relation to the position of learners
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2015)History, as outlined in the Curriculum and Assessment Policy Statements for GET and FET (CAPS) is both a journey of enquiry and an evidence-based construction of the past. It enables learners and teachers alike to ... -
Ralph Mathekga. 2018. Ramaphosa’s turn: Can Cyril save South Africa? [Book review]
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2019) -
Rayner, E., Stapley, R. & Watson, J. Evidence in question European history 1815-1949. [Boek resensie]
(Historical Society of South Africa / Historiese Genootskap van Suid-Afrika, 1985) -
Rayner, E., Stapley, R. & Watson, J. Evidence in question international affairs since 1919. [Boek resensie]
(Historical Society of South Africa / Historiese Genootskap van Suid-Afrika, 1985) -
Rayner, E., Stapley, R. & Watson, J. Evidence in question world affairs from Russian revolution to the present. [Boek resensie]
(Historical Society of South Africa / Historiese Genootskap van Suid-Afrika, 1985) -
Recognising the academic and political purposes embedded in history textbook assessment tasks
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2015)This paper explores the nature of history as a school-based discipline and how history is recontextualised in the South African History Curriculum and Assessment Policy Statement (CAPS) and Grade 10 history textbooks, ... -
Reconceptualising history teachers' identities within the context of changing curriculum.
(School of Basic Sciences, Vaal Triangle Campus, North-West University, 2006)Teachers are considered by most policymakers and school change experts to be the centerpiece of educational change. Therefore, it is not surprisingly that many current educational reform efforts in South Africa are directed ... -
Reconstructing society.
(The South African Society of History Teaching, 1995) -
Reeves, M. 1980. Why History? [Boek resensie]
(Historical Society of South Africa / Historiese Genootskap van Suid-Afrika, 1981) -
Reflecting the 2018 History Ministerial Task Team Report on compulsory History in South Africa
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2018)The History Ministerial Task Team Report (MTT), published in February 2018, has been awaited by educators of History in South Africa for them to be informed on thoughts, trends and statuses of compulsory History Education ... -
A reflection on History Education in higher education in Eswatini during COVID-19
(The South African Society forHistory Teaching (SASHT) under the patronage of the North-West University, 2020)The closure of educational institutions following the rapid spread of the COVID-19 pandemic called for the adoption of online teaching and learning. For decades, education has suffered in sub-Saharan Africa due to inadequate ... -
Reflections on applying critical discourse analysis methodologies in analysing 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, 2015)This article is a reflection on the choice to apply Critical Discourse Analysis (CDA) in a large scale study in which South African history textbooks were analysed for their construction of African consciousness. The ... -
Reflections on Sessional Paper No 10, 1965, a government policy paper that widened the economic, social and political divide in Kenya
(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)In Kenya, national philosophies are taught in History and Government form 4, unit 27. According to Julius (2011), national philosophies refer to a set or system of ideological beliefs and values which became widely ... -
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 ... -
Remaking history: the pedagogic device and shifting discourses in the South African school history curriculum
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2020)This article uses Bernstein’s pedagogic device as a framing heuristic to trace the shifts in the South African school history curriculum from 1995 – 2019. The article focuses on how the instructional and regulative discourses ...