Now showing items 1-10 of 10

    • An analysis of the visual portrayal of women in junior secondary Malawian school history textbooks 

      Chiponda, Annie; Wassermann, Johan (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2015)
      Visual images are important in textbooks because they are a vital part of the symbiotic relationship with the written text. Most importantly, visual images are essential in history textbooks because they render human ...
    • A comparative investigation into the representation of Russia in apartheid and post-apartheid era South African History textbooks 

      Halsall, Tarryn; Wassermann, Johan (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2018)
      In this comparative study we employed a quantitative approach, underpinned by the interpretivist paradigm, to analyse the content on Russia as found in Apartheid and post-Apartheid History textbooks. This was done by means ...
    • The depiction of women in the verbal text of a junior secondary Malawian history textbook – an analysis 

      Chiponda, Annie F; Wassermann, Johan (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2016)
      This article analyses the depiction of women in the verbal text of a history textbook used at junior secondary school level in Malawi. The focus falls on how women are depicted in the textbook and why they are depicted ...
    • History textbooks facing controversial issues - case study of the Martial law in Poland. 

      Wojdon, Joanna (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2014)
      Martial law is one of the most controversial periods in the post-WWII history of Poland. Introduced on December 13, 1981 it ended the 16-month-long “festival of Solidarity”. Official reasons for its imposition were to ...
    • Reflections on applying critical discourse analysis methodologies in analysing South African history textbooks 

      Maposa, Marshall Tamuka (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2015)
      This article is a reflection on the choice to apply Critical Discourse Analysis (CDA) in a large scale study in which South African history textbooks were analysed for their construction of African consciousness. The ...
    • South African History textbook research – a review of the scholarly literature 

      Bertram, Carol; Wassermann, Johan (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2015)
      School history textbooks are seen to embody ideological messages about whose history is important, as they aim both to develop an ‘ideal’ citizen and teach the subject of history. Since the 1940s, when the first study ...
    • Stereotypes, prejudices, self and ‘the other’ in history textbooks. 

      Morgan, Katalin (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2012)
      This article is a literature review of conceptions of stereotype, prejudice, underlying assumptions and images of self and other as relevant to history textbooks and related research. History textbooks are seen as ...
    • Using genre to describe the progression of historical thinking in school history textbooks 

      Bharath, Pranitha; Bertram, Carol (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2015)
      The focus of this paper is to describe how progression in historical thinking manifests across seven South African textbooks, one each from Grade 3 to Grade 9. This paper argues that one way in which progression in ...
    • Virtues in Danish History textbooks since enlightenment 

      Haue, Harry (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2018)
      The above quoted statement by the famous Russian author, Alexander Solzhenitsyn, can to my opinion be interpreted as a dream of revitalization of good, old Russian virtues, which the communist regime had silenced and placed ...
    • Women in history textbooks - What message does this send to the youth? 

      Chiponda, Annie; Wassermann, Johan (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2011)
      History textbooks, like all textbooks, play an important role in the facilitation of learning. They act as vehicles by means of which past knowledge legitimated by government and related authorities, as contained in ...