Now showing items 1-10 of 12

    • 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 ...
    • 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 in senior secondary school CAPS 2012 and beyond: a comment. 

      Kallaway, Peter (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2012)
      History Education has been a neglected aspect of the great educational debate in South Africa in recent times. Despite its high profile in anti - apartheid education the subject has not received the same attention as science ...
    • Inclusive histories for inclusive futures: Interactions and entanglements then and now 

      McDonald, Jared (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 makes a case for the production and dissemination of inclusive histories in public dialogue and public spaces of history consumption, including classrooms, lecture halls, monuments and textbooks. Inclusive ...
    • The Miracle Rising® as source for teaching History: Theoretical and practical considerations. 

      Van Eeden, Elize S (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2014)
      Twenty years ago, all South Africans – for the first time – had the privilege to vote on an equal basis for the political party to govern the country in the years to come. It was an extraordinary and a momentous phase ...
    • Moral judgments in the history classroom: thoughts of selected novice history teachers 

      Maposa, Marshall T (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2015)
      History is laden with contentious issues and the history teacher has to negotiate how to handle such issues in almost every class. One of the propensities of both history teachers and learners is to make moral judgments ...
    • Political economy of History textbook publishing during apartheid (1948-1994): Towards further historical enquiry into commercial imperatives 

      Nishino, Ryota (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 provision of textbooks in apartheid South Africa (1948-1994), a source of controversy and media interest in recent years, is placed in historical perspective, with particular reference to History textbook production. ...
    • Race, power and me: my position as a History educator in relation to the position of learners 

      Gray, Denise (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2015)
      History, as outlined in the Curriculum and Assessment Policy Statements for GET and FET (CAPS) is both a journey of enquiry and an evidence-based construction of the past. It enables learners and teachers alike to ...
    • Reflections on applying critical discourse analysis methodologies in analysing South African history textbooks 

      Maposa, Marshall Tamuka (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2015)
      This article is a reflection on the choice to apply Critical Discourse Analysis (CDA) in a large scale study in which South African history textbooks were analysed for their construction of African consciousness. The ...
    • South African History textbook research – a review of the scholarly literature 

      Bertram, Carol; 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, 2015)
      School history textbooks are seen to embody ideological messages about whose history is important, as they aim both to develop an ‘ideal’ citizen and teach the subject of history. Since the 1940s, when the first study ...