Now showing items 1-7 of 7

    • 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 ...
    • Educating the nation about union - whose heritage? 

      Koekemoer, Michelle (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2010)
      On the 31st of May 2010, South Africa, as a geopolitical creation, had been in existence for a century; a momentous occasion for the country. However, the day passed with little acknowledgement of this event. The question ...
    • 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 ...
    • Innovative ways to teach the youth lessons from South Africa’s historical legacies 

      Malan, Jan (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2016)
      This article explains a creative way in which lessons from history may in future be presented to a new generation. This will be made possible by utilising new technology and ingenuity to make history educational and ...
    • Some considerations for history teachers in acknowledging and valuing heritage and teaching good citizenship at schools in a post-colonial, post-apartheid era 

      Haupt, Paul M (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 a diverse and fractured post-colonial society, schools need to take cognizance of the multi-faceted perspectives of heritage represented within the school community. A healthy debate between the various segments of the ...
    • The value and role of cemeteries : designing a possible methodology for teaching heritage to history learners. 

      Warnich, Pieter (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2010)
      Teaching heritage to History learners is imperative as an aid to help them discover their uniqueness but also their commonalities. A sense of heritage does not only contribute to a feeling of belonging and identity, but ...
    • The value of open distance learning (ODL) in assisting History teachers with heritage investigation. 

      Lubbe, Henriëtte J (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 highlights some of the challenges facing history teachers in designing and assessing heritage investigation projects in the Further Education and Training (FET) band and the need for teachers to be proactive ...