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Die geskiedkundige bewustheid van Afrikaner adolessente.

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dc.contributor.author Wasserman, Johan M
dc.date.accessioned 2012-02-17T09:36:30Z
dc.date.available 2012-02-17T09:36:30Z
dc.date.issued 2008
dc.identifier.citation Wasserman, J.M. 2008. Die geskiedkundige bewustheid van Afrikaner adolessente. Yesterday & today, 2:109-125, May. [http://www.sashtw.org.za/index2.htm] [http://dspace.nwu.ac.za/handle/10394/5126] en_US
dc.identifier.issn 2223-0386
dc.identifier.uri http://hdl.handle.net/10394/5569
dc.description.abstract From 2006 onwards all learners within the South African educational system would have started school after the fall of Apartheid. During the decade or so that has elapsed since Apartheid ended, South Africans, including Afrikaner adolescents, have experienced the tumultuous changes that followed. Of the changes that took place, two impacted greatly on the former: i) those especially losing their position/s of power and ii) the crumbling of the dominant Afrikaner-Nationalist Historiography which had a tremendous impact on the History studied at school. However, Afrikaner adolescents in schools in the 21st Century have never experienced the positions of power and dominance of the pre-1994 generations, but have merely heard the South African history of how it played itself out. In the light of the above scenario, this article – based on a small-scale survey – examines the Historical Consciousness of Afrikaner adolescents by investigating their views of History and the linkages between the past, present and future. en_US
dc.language.iso other en_US
dc.publisher The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University en_US
dc.title Die geskiedkundige bewustheid van Afrikaner adolessente. en_US
dc.type Article en_US


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