Yesterday & today: 2019 No 21
Contents
No. 21, July 2019
Articles
- Poetry as method in the History classroom: decolonising possibilities / Godsell, Sarah
- Learners’ imagination of democratic citizenship in post-apartheid South Africa: exploring critical literary pedagogy in History teaching / Davids, M Noor
- Emotions in Holocaust education – the narrative of a history teacher / Gouws, Brenda
- Gender in national history narratives in social studies textbooks for Ghana / Sefa-Nyarko, Clement & Afram, Alexander
Hands-on articles
- Navigating the tension between official and unofficial History – a teacher’s view / Mkhabela, Zoleka
Book reviews
- Wandile Ngcaweni & Busani Ngcaweni. 2019. The struggle for #FeesMustFall: We are no longer at ease. [Book review] / Gxwayibeni, Fezeka
- Jeremy Seekings & Nicoli Nattrass. 2016. Poverty, politics & policy in South Africa. Why has poverty persisted after apartheid? [Book review] / Tabhu, Mlamuli
Editorial
Welcome to the July 2019 edition of Yesterday & Today. Allow me to firstly thank my predecessor as editor-in-chief, Dr. Pieter Warnich and his team. Pieter, a big thank you to you and all of those who have worked with you for the yeomanry work done in producing the Yesterday & Today twice a year for many years. Under your editorship the journal has grown and maintained its place on the Scielo platform.
At the same time, I would also like to welcome the new editorial team that will support me as editor-in-chief: Dr. Kate Angier of UCT, Dr. Marshall Maposa of UKZN, and Dr. Claudia Gouws of NWU. As book review editor Mr. Bafana Mpanza of UKZN, has taken over from Dr. Marshall Maposa. Collectively we will strive to continue with the service provided by the previous editor and editorial board. The composition of the editorial board will be discussed at the SASHT Conference to be held at the University of Pretoria from 26-27 September 2019.
This edition of Yesterday & Today is also a nostalgic one, as it is the final print version of the journal. Financial realities and the changing world of journal publications means that from the December 2019 edition onwards, Yesterday & Today will be an open-access electronic journal only. Since Yesterday & Today has been challenged to be more internationally relevant, being an open-access e-journal would hopefully help to attract more quality articles from across the History Education, History in Education and History for Education worlds.
Finally, in this the last print edition of Yesterday & Today we are carrying four academic and one teacher’s voice article. Additionally, two book reviews will also be published. In terms of the academic articles: • Sarah Godsell, in her contribution, interrogated the declonising abilities of using poetry in History classrooms. • Noor Davids, in his article, reported on learners’ imagination on democratic citizenship and critical literacy in a History classroom. • Brenda Gouws, in her article, engaged with the personal professional story of a history teacher teaching the Holocaust. • Clement Sefa-Nyarko and Alexander Afram investigated gender in the historical narratives of Social Science textbooks in Ghana and look at gender presentations in Ghanaian textbooks. • Zoleka Mkhabela, in the teacher’s voice article, grappled with the personal and professional conflict when engaging with official and unofficial history narratives.
Recent Submissions
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Learners’ imagination of democratic citizenship in post-apartheid South Africa: exploring critical literary pedagogy in History teaching
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2019)Post-apartheid South Africa struggles to develop a sense of social cohesion and nationhood, which remain largely unfulfilled constitutional imperatives. The pre-amble of the post-apartheid constitution (1996) recognises ... -
Emotions in Holocaust education – the narrative of a history teacher
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2019)Emotion is an integral part of Holocaust education and inculcating empathy in learners is a well-used pedagogical tool to encourage learners to connect with the victims. This is necessary because of the vast number of ... -
Gender in national history narratives in social studies textbooks for Ghana
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2019)The Ghanaian society is highly patriarchal and one of the immediate outcomes is that assignment of roles and responsibilities are typically based on gender lines. This paper is about gender representation in social studies ... -
Navigating the tension between official and unofficial History – a teacher’s view
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2019)Growing up in the post-apartheid era in a township on the outskirts of Durban, and schooling in Durban North, I always wondered why the houses in KwaMashu township were small, clustered and all looked similar compared to ... -
Wandile Ngcaweni & Busani Ngcaweni. 2019. The struggle for #FeesMustFall: We are no longer at ease. [Book review]
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2019) -
Jeremy Seekings & Nicoli Nattrass. 2016. Poverty, politics & policy in South Africa. Why has poverty persisted after apartheid? [Book review]
(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 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 ...
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