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The South African high school history curriculum and the politics of gendering decolonisation and decolonising gender
(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 this article, I argue that the category of gender should be an essential
consideration for a decolonised curriculum, and that gender theory should be
included in its analytical toolbox for two reasons: firstly, because ...
Trends in African philosophy and their implications for the Africanisation of the South Africa history caps curriculum : a case study of Odera Oruka philosophy
(The South African Society forHistory Teaching (SASHT) under the patronage of the North-West University, 2022)
A Kenyan philosopher, Henry Odera Oruka (1944-1995), conceptualised and articulated the six trends in African philosophy. These are ethno-philosophy, nationalistic-ideological philosophy, artistic ( or literary philosophy), ...
Decolonising curriculum change and implementation : voices from Social Studies Zimbabwean Teachers
(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 ...
Fallism as Decoloniality: Towards a Decolonised School History Curriculum in Post-colonial-apartheid South Africa
(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)
The 2015/16 student protests in South Africa, dubbed #MustFall protests, signalled a
historic moment in the country’s post-colonial-apartheid history in which student-worker
collaborations called for the decolonising of ...
Decolonial History teachers’ charter : a praxis guide
(The South African Society forHistory Teaching (SASHT) under the patronage of the North-West University, 2020)
The below text is a practical charter which calls for history teachers, students, learners and then the provincial and national Departments of Basic and Higher Education to decolonise. Decolonisation is often talked about ...
Creating a historical sport narrative of Zonnebloem College for classroom practice
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2020)
This article attempts to create a sport narrative of the Zonnebloem College prior to 1950. The introduction provides a motivation for proceeding with a decolonising format and lays out what the elements of such a format ...
Shaping a decolonised Sport History Curriculum through the national question
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2018)
A renewed interest in decolonising the university curriculum in South Africa was sparked by the student protests of 2015. University faculties and departments throughout the country responded. Sport Science departments, ...
Poetry as method in the History classroom: decolonising possibilities
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2019)
Poetry can present historical material in a non-academic format. This format may be particularly important for students who are excluded from epistemic access (Morrow, 2007). This exclusion stems from many things, but ways ...