Now showing items 1-3 of 3

    • Bernstein’s theory of the pedagogic device as a frame to study history curriculum reform in South Africa. 

      Bertram, Carol (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 reflects on the usefulness of Bernstein’s theory of the pedagogic device to frame a (previously reported) study of history curriculum reform in South Africa: to what extent, and in what ways does the concept ...
    • The sixties in the United States in historical perspective. 

      Garcia, Kevin A (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2013)
      The decade of the 1960s in the United States is commonly viewed and taught as a series of traditional dichotomies, white vs. black, male vs. female, liberal vs. conservative, communist vs. anti-communist. Recent American ...
    • “Who does this history curriculum want you to be?”: Representation, school history and curriculum in Zimbabwe. 

      Moyo, Nathan; Modiba, Maropeng (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 paper looks critically at representation in the history curriculum of Zimbabwe in relation to the production of subjectivity and identity that the government hopes will fulfil the quest for nationhood. It finds that ...