Now showing items 1-7 of 7

    • Citizenship education for Africans in South Africa (1948 - 1994): a critical discourse. 

      Seroto, Johannes (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2012)
      The paper presents a critical discussion of the provision of citizenship education for Africans in South Africa during the period 1948-1994. A conceptual analysis of Johnson and Morris’ critical citizenship framework and ...
    • 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 ...
    • Inspiring History learners: Getting the recipe right in the History classroom. 

      Brookbanks, Gordon J (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2014)
      History teachers work on techniques and methods to inspire learners. If the teacher gets the recipe right in the classroom, history learners will enjoy and apply themselves to the subject, their understanding of content ...
    • “Making History compulsory”: Politically inspired or pedagogically justifiable? 

      Davids, M Noor (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2016)
      While recognising the contested nature of History as a school subject, this article explores the political context and practical implications of making History compulsory until Grade 12. After twenty one years of democracy, ...
    • The portfolio as an authentic assessment tool for learning: is it serving its purpose? 

      Van Wyk, Milton L; Carl, Arend E (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2010)
      This article focuses on the utilisation of the learner portfolio in the learning area Social Sciences as an alternative, authentic assessment tool to demonstrate the performance, progress and growth of learners in relation ...
    • 'The power of power': Power stations as industrial heritage and their place in history and heritage education. 

      Krige, Sue (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2010)
      This article focuses on the Electrical Precinct in Newtown as an example of industrial heritage in the centre of Johannesburg. The author makes the case that industrial heritage has been neglected in terms of what is deemed ...
    • What should history teachers know? Assessing history students authentically at the conclusion of the PGCE year. 

      Siebörger, Rob (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2014)
      For many years the author has concluded a PGCE (Postgraduate Certificate in Education) History Education course by choice with a formal written examination (albeit an unusual one – it doesn’t have a time limit, for ...