Browsing Yesterday & today = Gister & vandag by Title
Now showing items 480-499 of 715
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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 ... -
Remembering "Salisbury Island".
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2011)Three distinct vignettes on “Salisbury Island”, have been composed for this discussion on the tribal college for Indians inaugurated in 1961 on Salisbury Island, an old naval base at the Durban Harbour. It was prompted ... -
Repliek deur Dr. Neville Alexander, direkteur, Project for the study of alternative education in South Africa, UCT.
(The South African Society of History Teaching, 1994) -
Repliek deur mnr. D. van Wyk, Hoërskool Stellenbosch.
(The South African Society of History Teaching, 1994) -
Repliek deur Prof. Ben Liebenberg, Departement Geskiedenis, UNISA.
(The South African Society of History Teaching, 1994) -
Researching and developing the emotional intelligence of History teachers in the Lejweleputswa District, Free State (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, 2012)This article reports on case-study research into the emotional intelligence of secondary school History teachers of the Lejweleputswa District of the Free State Province of South Africa. It reflects on how the emotional ... -
Resistance to apartheid.
(The South African Society of History Teaching, 1996) -
Response to papers of Dr. Mia Roth and Dr. Elize van Eeden.
(The South African Society of History Teaching, 1994) -
Restoring history.
(The South African Society of History Teaching, 1994) -
Restoring the generations? – A preliminary literature review exploring the educational potential of the “Zeugen der Shoah” DVDs.
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2013)This article is a preliminary literature review undertaken for a proposed research project, surveying the field of research concerning the use of digitised videotestimonies with Shoah survivors in German history classrooms. ... -
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 ... -
A revisionist view of the contribution of Dr Eiselen to South African education: New perspectives.
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2013)This article discusses the philosophical ideology advocated and promoted by the academic, anthropologist and politician, Dr WWM Eiselen, during different periods of history in South Africa. The central focus is on the ... -
Revolusie het vernuwe én verbarbaars.
(The South African Society of History Teaching, 1989)