Now showing items 1-10 of 10

    • Citizenship education for Africans in South Africa (1948 - 1994): a critical discourse. 

      Seroto, Johannes (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2012)
      The paper presents a critical discussion of the provision of citizenship education for Africans in South Africa during the period 1948-1994. A conceptual analysis of Johnson and Morris’ critical citizenship framework and ...
    • An exploration of the shifts in imagined academic and civic identities across four history curriculum documents 

      Kukard, Kirstin (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2019)
      This article analyses four curriculum documents in terms of the kinds of academic and civic identities that they would seek to produce. The curriculum documents are two South African (Curriculum 2005 [1997] and the Curriculum ...
    • History curriculum, nation-building and the promotion of common values in Africa: a comparative analysis of Zimbabwe and South Africa. 

      Ndlovu, Morgan (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2009)
      A challenge for Africa is how to derive common values from the values of diverse communities. The challenge becomes even more difficult in the face of notions such as autonomy, multiculturalism and respect for difference which ...
    • Inspiring History learners: Getting the recipe right in the History classroom. 

      Brookbanks, Gordon J (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2014)
      History teachers work on techniques and methods to inspire learners. If the teacher gets the recipe right in the classroom, history learners will enjoy and apply themselves to the subject, their understanding of content ...
    • “Making History compulsory”: Politically inspired or pedagogically justifiable? 

      Davids, M Noor (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2016)
      While recognising the contested nature of History as a school subject, this article explores the political context and practical implications of making History compulsory until Grade 12. After twenty one years of democracy, ...
    • Poetry as method in the History classroom: decolonising possibilities 

      Godsell, Sarah (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 ...
    • The portfolio as an authentic assessment tool for learning: is it serving its purpose? 

      Van Wyk, Milton L; Carl, Arend E (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2010)
      This article focuses on the utilisation of the learner portfolio in the learning area Social Sciences as an alternative, authentic assessment tool to demonstrate the performance, progress and growth of learners in relation ...
    • 'The power of power': Power stations as industrial heritage and their place in history and heritage education. 

      Krige, Sue (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2010)
      This article focuses on the Electrical Precinct in Newtown as an example of industrial heritage in the centre of Johannesburg. The author makes the case that industrial heritage has been neglected in terms of what is deemed ...
    • Shaping a decolonised Sport History Curriculum through the national question 

      Cleophas, Francois J (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2018)
      A renewed interest in decolonising the university curriculum in South Africa was sparked by the student protests of 2015. University faculties and departments throughout the country responded. Sport Science departments, ...
    • What should history teachers know? Assessing history students authentically at the conclusion of the PGCE year. 

      Siebörger, Rob (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2014)
      For many years the author has concluded a PGCE (Postgraduate Certificate in Education) History Education course by choice with a formal written examination (albeit an unusual one – it doesn’t have a time limit, for ...