Now showing items 1-4 of 4

    • Creating a historical sport narrative of Zonnebloem College for classroom practice 

      Cleophas, Francois (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 attempts to create a sport narrative of the Zonnebloem College prior to 1950. The introduction provides a motivation for proceeding with a decolonising format and lays out what the elements of such a format ...
    • Poetry as method in the History classroom: decolonising possibilities 

      Godsell, Sarah (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 ...
    • Shaping a decolonised Sport History Curriculum through the national question 

      Cleophas, Francois J (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2018)
      A renewed interest in decolonising the university curriculum in South Africa was sparked by the student protests of 2015. University faculties and departments throughout the country responded. Sport Science departments, ...
    • The South African high school history curriculum and the politics of gendering decolonisation and decolonising gender 

      Wills, Lindsay (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2016)
      In this article, I argue that the category of gender should be an essential consideration for a decolonised curriculum, and that gender theory should be included in its analytical toolbox for two reasons: firstly, because ...