Yesterday & today = Gister & vandag
The Yesterday&Today (also formerly known as Gister & Vandag) was started in 1981. The Y&T is a journal dedicated to serve and academically stimulate the education community that teaches History and doing empirical or/and qualitative research in History teaching as well as research in any other themes related to the subject and discipline of History. In this way the improving of the teaching of History on all educational levels are promoted. The intention always is to accommodate a variety of teaching approaches or/and perspectives on the past. History’s associations with, and contributions in, other disciplines are also explored. The Journal has recently received accreditation status from the Department of Education of South Africa.
For citation statistics for this journal from 2010 click here.
Educational and fair-use copying of the Yesterday & Today, for research and teaching and not for profit, is permitted. Opinions expressed or conclusions arrived at in articles and book reviews are those of the authors and are not to be regarded as those of the North-West University or the Yesterday & Today Editorial Board.
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Using a historical memoir to improve curriculum coherence in teacher education : The case of Trevor Noah's Born a Crime
(The South African Society forHistory Teaching (SASHT) under the patronage of the North-West University, 2022)Two of the recurring concerns identified in teacher education are a lack of curricular coherence and a schism between content and practice. In this article, we discuss a specific intervention that was aimed at addressing ... -
Unpacking the past : The ambivalent legacy of colleges of education
(The South African Society forHistory Teaching (SASHT) under the patronage of the North-West University, 2022)The positive memory of teacher education colleges within South African higher education, often leading to a call to re-open the colleges, is usually based on an argument that colleges offered more 'practical' teacher ... -
Trends in African philosophy and their implications for the Africanisation of the South Africa history caps curriculum : a case study of Odera Oruka philosophy
(The South African Society forHistory Teaching (SASHT) under the patronage of the North-West University, 2022)A Kenyan philosopher, Henry Odera Oruka (1944-1995), conceptualised and articulated the six trends in African philosophy. These are ethno-philosophy, nationalistic-ideological philosophy, artistic ( or literary philosophy), ... -
Knowledge, power and school history in post-independence Malawi : A critical analysis of curriculum change (1964-2022)
(The South African Society forHistory Teaching (SASHT) under the patronage of the North-West University, 2022)Emerging educational research in Africa reveals an eventful course of development for school history curricula in post-colonial African states as they grappled with issues of quality and relevance in history education. In ... -
History Education during COVID-19 : Reflections from Makerere University, Uganda
(The South African Society forHistory Teaching (SASHT) under the patronage of the North-West University, 2022)The COVID-19 pandemic forced most governments in Africa to temporarily close educational institutions in attempt to reduce the spread of the pandemic. In Uganda particularly, Higher Education Institutions, Universities and ... -
Practical history lessons as a tool for generating procedural knowledge in history teaching
(The South African Society forHistory Teaching (SASHT) under the patronage of the North-West University, 2022)Situated in the context of philosophy of history, this article explains the use of substantive concepts and procedural concepts to generate historical understanding and examines the relationship between the two forms of ... -
Pretoria Archaeology Club for Schools : Bridging the gap between archaeology and the school history curriculum
(The South African Society forHistory Teaching (SASHT) under the patronage of the North-West University, 2022) -
Asinakuthula collective : Re-membering women's histories
(The South African Society forHistory Teaching (SASHT) under the patronage of the North-West University, 2022) -
Henkes, B. 2020. A Review of Negotiating Racial Politics in the Family: Transnational Histories touched by National Socialism and Apartheid [Book review]
(The South African Society forHistory Teaching (SASHT) under the patronage of the North-West University, 2022) -
Utilizing a Historically Imbedded Source- Based Analysis Model (HISBAM) in the History school classroom
(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 paper aims to elucidate upon a model that imbeds historical skills, concepts and categorizations into a source-based analysis approach utilizing levels of cognitive complexity by combining different types of sources ... -
Education and the public good: Foregrounding education in history
(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)Historians can contribute significantly to education historiography to bolster education transformation. Contemporary scholarship in education, in the main, mostly wrestles with the current dispensation’s transformation ... -
People, space and time strategy: Teaching History through image analysis at a rural secondary school in Limpopo Province
(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)Efficient teaching approaches are critical to promote a positive attitude among learners of History at secondary schools. Learners’ behaviour during History lessons and attitude towards the subject can be affected by a ... -
Fallism as Decoloniality: Towards a Decolonised School History Curriculum in Post-colonial-apartheid South Africa
(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 2015/16 student protests in South Africa, dubbed #MustFall protests, signalled a historic moment in the country’s post-colonial-apartheid history in which student-worker collaborations called for the decolonising of ... -
“Better a barefoot than none”: Influences of Nationalist ideologies on girlhood in the history classroom
(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 study adopted autoethnography as a research methodology to relive and reflect on my experiences as a White Afrikaner girl in a history class during the apartheid era in South Africa. This paper focuses on how the ... -
Silenced and Invisible Historical Figures in Zambia: An Analysis of the Visual Portrayal of Women in Senior Secondary School History Textbooks
(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)Despite their significant contribution to the country’s historical development, women’s influence is commonly underestimated and ignored in Zambian history literature. Subsequently, their role remains undocumented in ... -
How should a national curriculum for History be quality assured? The case of the South African Curriculum and Assessment Policy Statement (CAPS)
(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 South African Council for Quality Assurance in General and Further Education and Training, known as Umalusi, embarked on a project to quality assure the South African Curriculum and Assessment Policy Statement (CAPS) ... -
Navigating and adapting the History curriculum as an official policy to realities on the ground in Eswatini, Waterford Kamhlaba United World College
(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)History is one of the most valuable subjects in the school curriculum. History plays a vital role in facilitating the political, social and economic development of Eswatini through the improvement of life skills such as ... -
The History curriculum in Zimbabwe: Wishlist versus realities on the ground
(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 historian once wrote that the best historians need stronger boots and not a big library, a testament to the fact that the best historians need to be on the ground and do research in order to find information. In many ... -
Reflections on Sessional Paper No 10, 1965, a government policy paper that widened the economic, social and political divide in Kenya
(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 Kenya, national philosophies are taught in History and Government form 4, unit 27. According to Julius (2011), national philosophies refer to a set or system of ideological beliefs and values which became widely ... -
Challenges related to the Zambian history curriculum
(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 value of history to Zambian society is indisputable. A person who does not know their history will have no sense of belonging and hence will have very little motivation to contribute to the well-being of the communities ...
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