Yesterday & today: 2021 No 25
Contents
No. 25, June 2021
Articles
- Decolonising curriculum change and implementation : voices from Social Studies Zimbabwean Teachers / Chimbunde, Pfuurai & Kgari-Masondo, Maserole Christina
- A Comparative Analysis of the Zambian Senior Secondary History Examination between the Old and Revised Curriculum using Blooms Taxonomy / Kabombwe, Y. ; Machila, N. & Sikayomya, P.
- The use of online discussion board and blogs to enhance History student teachers’ Work Integrated Learning (WIL) / Mabalane, Valencia
- Online teaching in Education for the subject group History under COVID 19 conditions / Bunt, Byron
- Developments in history education in Ghana / Boadu, Gideon
- Heads of Department’s role in implementation of History syllabi at selected Zimbabwean secondary schools : an instructional leadership perspective / Sengai, Walter
- Teachers Voice Experiencing teaching history during Work Integrated Learning (WIL) / Teaching Practice during the COVID-19 Pandemic / Mckinley, Storm Reekie ; Ngcobo, Nondumiso ; Dlungwana, Zintle ; Nqana, Palesa ; Muller, Dylan ; Manqina, Mlindi ; Atang, Thulo & Rakoae, Rasoeu
Book reviews
- Peter Elliott (2020). Thomas Muir: Lad O Pairts The life and work of Sir Thomas Muir (1844-1934), Mathematician and Cape Colonial Educationist [Book review] / Ndaba, Sinenhlanhla
- Kim Nates & Tali Nates (2021) Portraits of Survival – Volume 1: The Holocaust [Book review] / Gouws, Brenda
- Sandra Rowoldt Shell (2020) CHILDREN OF HOPE: The Odyssey of the Oromo Slaves from Ethiopia to South Africa [Book review] / Mqadi, Ntombiyoxolo
- Ailie Cleghorn (2021) Marjorie's journey - on a mission of her own [Book review] / Evans, Rinelle
Editorial
History Education greetings
Welcome to the July 2021 edition, volume 25, of Yesterday & Today. For the uninitiated, the journal is attached to the South African Society for History Teaching (SASHT). Since the December 2020 edition Yesterday & Today has moved home. Since its accreditation as an academic journal Yesterday & Today were housed at North West University. The latter provided exemplary support to the journal on numerous fronts, including financial, infrastructural and logistical. In a policy decision support by the editorial board of Yesterday & Today it was decided that in future the journal should be located at the same institution as the editor-in-chief. Moving Yesterday & Today institutionally was a major undertaking and needed a fair amount of manoeuvring. In this regard I want to thank the editorial board of Yesterday & Today, Heather Thuynsma and her team at the University of Pretoria, the executive of the SASHT and the Dean of the Faculty of Education, Professor Chika Sehoole, for their support.
Six academic articles appear in this edition of Yesterday & Today:
In the first article Pfuurai Chimbunde and Maserole Christina Kgari-Masondo gives voice to Social Sciences Studies teachers in Zimbabwe on matters related to curriculum change and implementation
In their article Yvonne Kabombwe, Nisbert Machila and Patrick Sikayomya compares the examinations of the old and new Zambian curricula
Valencia Mabalane, in her article, engages with blogs and online discussion boards as a means to assist students during work integrated learning
In his article Byron Bunt took an autoethnographic journey back into the work of the subject group History under COVID-19 conditions
Gideon Boadu, in his contribution, took a diachronic view of the development of History Education in Ghana
In his contribution Walter Sengai interrogated the role of Heads of Department in implementing the History syllabi in Zimbabwean schools
In the second section, consisting of “hands-on” articles, COVID-19 and history teaching comes under the spotlight. This time the focus is on history education students, bothPGCE and BEd, and their experiences of doing work integrated learning / teaching practice under COVID-19 conditions. Prospective history teachers from five different Southern African universities shared their experiences of completing their teacher education under pandemic conditions.
Section three, the final section of the journal, contains four books reviews.
Take care and stay safe!
Johan Wassermann (Editor-in-Chief)
Recent Submissions
-
Ailie Cleghorn (2021) Marjorie's journey - on a mission of her own [Book review]
(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) -
Sandra Rowoldt Shell (2020) CHILDREN OF HOPE: The Odyssey of the Oromo Slaves from Ethiopia to South Africa [Book review]
(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) -
Kim Nates & Tali Nates (2021) Portraits of Survival – Volume 1: The Holocaust [Book review]
(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) -
Peter Elliott (2020). Thomas Muir: Lad O Pairts The life and work of Sir Thomas Muir (1844-1934), Mathematician and Cape Colonial Educationist [Book review]
(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) -
Teachers Voice Experiencing teaching history during Work Integrated Learning (WIL) / Teaching Practice during the COVID-19 Pandemic
(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)One aspect of history education that was radically impacted on by COVID-19 was the annual WIL/Teaching Practice undertakings by pre-service history teachers. In this, the July 2021 edition, we have tried to capture some ... -
Heads of Department’s role in implementation of History syllabi at selected Zimbabwean secondary schools : an instructional leadership perspective
(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)This qualitative study explores the school-based instructional leadership role of Heads of Department (HODs) in the implementation of different History syllabi. It seeks to establish the practices that History HODs carry ... -
Developments in history education in Ghana
(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)This article employs historical records, cultural traditions, and insights from recent interviews with history teachers to trace the beginnings of history teaching and the political landscape that has shaped school history ... -
Online teaching in Education for the subject group History under COVID 19 conditions
(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)As tertiary institutions globally transitioned into an online teaching framework as a consequence of the Covid-19 pandemic, it is critical that history education lecturers reconsider their teaching and learning strategies. ... -
The use of online discussion board and blogs to enhance History student teachers’ Work Integrated Learning (WIL)
(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 paper reports on research on History student teachers’ enhancement of Work Integrated Learning (WIL) using online tools like a discussion board and blogs. It draws on the enhancement programme planned for the History ... -
A Comparative Analysis of the Zambian Senior Secondary History Examination between the Old and Revised Curriculum using Blooms Taxonomy
(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 2013 Education reform in Zambia is one of the significant changes that brought about a shift in assessment. To understand the changes that have taken place in the 2013 revised curriculum, and to determine the claims ... -
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 ...
RSS 1.0