Now showing items 1-10 of 15

    • Bernstein’s theory of the pedagogic device as a frame to study history curriculum reform in South Africa. 

      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, 2012)
      This article reflects on the usefulness of Bernstein’s theory of the pedagogic device to frame a (previously reported) study of history curriculum reform in South Africa: to what extent, and in what ways does the concept ...
    • 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 ...
    • Educating the nation about union - whose heritage? 

      Koekemoer, Michelle (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2010)
      On the 31st of May 2010, South Africa, as a geopolitical creation, had been in existence for a century; a momentous occasion for the country. However, the day passed with little acknowledgement of this event. The question ...
    • Emotions in Holocaust education – the narrative of a history teacher 

      Gouws, Brenda (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 ...
    • History in senior secondary school CAPS 2012 and beyond: a comment. 

      Kallaway, Peter (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2012)
      History Education has been a neglected aspect of the great educational debate in South Africa in recent times. Despite its high profile in anti - apartheid education the subject has not received the same attention as science ...
    • Inclusive histories for inclusive futures: Interactions and entanglements then and now 

      McDonald, Jared (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 makes a case for the production and dissemination of inclusive histories in public dialogue and public spaces of history consumption, including classrooms, lecture halls, monuments and textbooks. Inclusive ...
    • The Miracle Rising® as source for teaching History: Theoretical and practical considerations. 

      Van Eeden, Elize S (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2014)
      Twenty years ago, all South Africans – for the first time – had the privilege to vote on an equal basis for the political party to govern the country in the years to come. It was an extraordinary and a momentous phase ...
    • Moral judgments in the history classroom: thoughts of selected novice history teachers 

      Maposa, Marshall T (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2015)
      History is laden with contentious issues and the history teacher has to negotiate how to handle such issues in almost every class. One of the propensities of both history teachers and learners is to make moral judgments ...
    • 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 ...
    • Political economy of History textbook publishing during apartheid (1948-1994): Towards further historical enquiry into commercial imperatives 

      Nishino, Ryota (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 provision of textbooks in apartheid South Africa (1948-1994), a source of controversy and media interest in recent years, is placed in historical perspective, with particular reference to History textbook production. ...