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Thoughts about the historiography of veracity or “truthfulness” in understanding and teaching History in South Africa
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2016)
Debating the understanding and use of historical content as fact and/or fiction in
publications has come a long way in the science of History (historiography). Arthur
Marwick for example, in “The new nature of history, ...
Creating a British World: British colonial teachers and the Anglicising of Afrikaner children
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2016)
The contribution of the British Colonies in supporting Britain in its quest to
promote English and British culture amongst Afrikaner children during and in the
aftermath of the Anglo Boer War is examined in this article. ...
Using life stories to teach about resistance to apartheid
(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 study investigates the responses of undergraduate history students, who are
also student teachers, to the use of the autobiography or biography of an apartheid
resister in their third year academic history course. ...
SASHT online History quiz off to a good start
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2016)
The development of Afrocentricity: A historical survey
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2016)
The origin of the Afrocentric philosophy cannot be established with certainty.
The most influential book advocating it was published in 1954. Marcus Garvey
was one of the most influential propagators of the ideology. ...
A History teacher educator’s reflections after classroom observations: The need for multi-perspectives, oral history and historiography in a history methodology course
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2016)
Given current debates about South Africa’s contested past, how could teacher
educators address this issue with preservice teachers so that their historical
understanding develops and they present a multi-perspective view ...
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 ...
The depiction of women in the verbal text of a junior secondary Malawian history textbook – an analysis
(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 analyses the depiction of women in the verbal text of a history
textbook used at junior secondary school level in Malawi. The focus falls on
how women are depicted in the textbook and why they are depicted ...
Utilising the stone age for sport historical teaching
(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 the author explored sport history pedagogy by combining
the Canadian Benchmarking Project with the Revised Bloom’s Taxonomy
(RBT) for teaching ancient culture to undergraduate students of sport history.
The ...
Assessment in the teaching of Holocaust history and Theories of Race
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2016)
The focus of this article is Holocaust education as well as the teaching and
learning of race theories, as set out in the Curriculum and Assessment Policy
Statements (CAPS) for Grade 9 Social Sciences (History), and Grade ...