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    History education at the crossroads: challenges and prospects in a Lesotho context 

    Fru, Raymond Nkwenti (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 status of History education within a Social Science education framework of the Lesotho educational system is a cause for concern. In an attempt to foster the development goals of the Kingdom of Lesotho, education and ...
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    Race, power and me: my position as a History educator in relation to the position of learners 

    Gray, Denise (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, as outlined in the Curriculum and Assessment Policy Statements for GET and FET (CAPS) is both a journey of enquiry and an evidence-based construction of the past. It enables learners and teachers alike to ...
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    Rethinking the reflective praxis of the name Social Science: Pedagogical ‘mischief’ in the Grade 4 to 9 Social Science curriculum 

    Kgari-Masondo, Maserole Christina (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2017)
    The article depicts the global history of the Social Science (SS) curriculum to illustrate that already by the 19th century Geography and History had been divided. The influence of non-integration of the SS was mainly by ...
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    The development of Afrocentricity: A historical survey 

    Chawane, Midas (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2016)
    The origin of the Afrocentric philosophy cannot be established with certainty. The most influential book advocating it was published in 1954. Marcus Garvey was one of the most influential propagators of the ideology. ...
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    Reimagining the journey – expanding the History curriculum to teach for depth of understanding in the FET Phase 

    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, 2018)
    While the NSC CAPS does prescribe topics to be taught in the FET Phase of schooling, it does not restrict an educator from teaching additional topics or extending topics. It will be argued that there is a necessity for ...
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    The use of online discussion board and blogs to enhance History student teachers’ Work Integrated Learning (WIL) 

    Mabalane, Valencia (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 ...
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    Education and the public good: Foregrounding education in history 

    Smith, E.T. (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 ...
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    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. (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 ...
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    Practical history lessons as a tool for generating procedural knowledge in history teaching 

    Oppong, Charles; Adjepong, Adjei; Boadu, Gideon (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 ...
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    Indigenous South African poetry as conduits of History: Epi-poetics – a pedagogy of memory 

    Genis, Gerhard (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 conceptual article argues that a pedagogy of poetic memory, or epipoetics, can be used to remember and ‘re-member’ the past in the present in the history classroom. Epi-poetics as a theory encapsulates the dynamic ...
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    AuthorGodsell, Sarah (2)Kgari-Masondo, Maserole Christina (2)Ndlovu, Morgan (2)Wassermann, Johan (2)Adjepong, Adjei (1)Afram, Alexander (1)Boadu, Gideon (1)Brookbanks, Gordon J (1)Brown, Marjorie Ann (1)Chawane, Midas (1)... View MoreAdvisor/Supervisor||| (3)Subject
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    Curriculum (4)Education (4)Heritage (3)Pedagogy (3)Apartheid (2)COVID-19 (2)Gender (2)History education (2)Learning (2)... View MoreDate Issued2020 - 2022 (6)2010 - 2019 (17)2009 - 2009 (2)Has File(s)Yes (25)

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