Browsing Journals by Subject "Critical pedagogic practice"
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“Who does this history curriculum want you to be?”: Representation, school history and curriculum in Zimbabwe. (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2013)This paper looks critically at representation in the history curriculum of Zimbabwe in relation to the production of subjectivity and identity that the government hopes will fulfil the quest for nationhood. It finds that ...