Now showing items 1-3 of 3

    • Decolonising curriculum change and implementation : voices from Social Studies Zimbabwean Teachers 

      Chimbunde, Pfuurai; Kgari-Masondo, Maserole Christina (South African Society for History Teaching (SASHT) under the patronage of the Department of Humanities Education in the Faculty of Education at the University of Pretoria, 2021)
      In 1980, Zimbabwe inherited a Eurocentric education system from the British colony, aimed at the perpetuation of the subordination and silencing of the African child. When the government of Zimbabwe noticed the infestation ...
    • Rethinking the reflective praxis of the name Social Science: Pedagogical ‘mischief’ in the Grade 4 to 9 Social Science curriculum 

      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, 2017)
      The article depicts the global history of the Social Science (SS) curriculum to illustrate that already by the 19th century Geography and History had been divided. The influence of non-integration of the SS was mainly by ...
    • Underperformance in Social Studies in Grades 5–7 in Namibian primary schools: A case study 

      Carl, Arend E.; Negumbo, Theopolina A.N. (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2017)
      This article focuses on the challenges of learners’ underperformance in Social Studies in Namibia. The study investigated the possible factors that may contribute to learners’ underperformance in Social Studies in the ...