Now showing items 1-10 of 19

    • Conceptualising historical literacy – a review of the literature. 

      Maposa, Marshall T; Wassermann, Johan (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2009)
      In a context of a continually widening range of disciplines and subjects available for learners to specialize in, it becomes increasingly critical for the value of particular subjects to be examined. Thus, while debates ...
    • Contemporary relevance – a category of historical science and of the didactics of history and its consequences in teacher training 

      Erdmann, Elisabeth (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2017)
      Contemporary relevance as a category of the didactics of history teaching includes not only historical facts which might be deemed the causes of present-day problems and circumstances but also those which, on the grounds ...
    • The contested nature of heritage in Grade 10 South African history textbooks: A case study. 

      Fru, Nkwenti; Wassermann, Johan; Maposa, Marshall (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2013)
      Using the interpretivist paradigm and approached from a qualitative perspective, this case study produced data on three purposively selected contemporary South African history textbooks with regards to their representation ...
    • The development of Afrocentricity: A historical survey 

      Chawane, Midas (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2016)
      The origin of the Afrocentric philosophy cannot be established with certainty. The most influential book advocating it was published in 1954. Marcus Garvey was one of the most influential propagators of the ideology. ...
    • Gender in national history narratives in social studies textbooks for Ghana 

      Sefa-Nyarko, Clement; Afram, Alexander (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 ...
    • Historical Significance in the South African History curriculum: an un-silencing approach 

      Kgari-Masondo, Maserole Christina (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 South African History Curriculum and Assessment Policy Statement (CAPS) emphasises the significance of History being that of empowering learners with historical skills and knowledge but there are critical gaps that ...
    • History curriculum, nation-building and the promotion of common values in Africa: a comparative analysis of Zimbabwe and South Africa. 

      Ndlovu, Morgan (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2009)
      A challenge for Africa is how to derive common values from the values of diverse communities. The challenge becomes even more difficult in the face of notions such as autonomy, multiculturalism and respect for difference which ...
    • History education at the crossroads: challenges and prospects in a Lesotho context 

      Fru, Raymond Nkwenti (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2015)
      The status of History education within a Social Science education framework of the Lesotho educational system is a cause for concern. In an attempt to foster the development goals of the Kingdom of Lesotho, education and ...
    • Indigenous South African poetry as conduits of History: Epi-poetics – a pedagogy of memory 

      Genis, Gerhard (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 conceptual article argues that a pedagogy of poetic memory, or epipoetics, can be used to remember and ‘re-member’ the past in the present in the history classroom. Epi-poetics as a theory encapsulates the dynamic ...
    • Mobilising History for nation-building in South Africa: A decolonial perspective. 

      Ndlovu, Morgan (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2013)
      One of the greatest challenges facing people in the process of becoming South Africans today is that of building a cohesive national identity out of diverse and competing national, cultural and ethnic aspirations and ...