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History education at the crossroads: challenges and prospects in a Lesotho context
(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 ...
Race, power and me: my position as a History educator in relation to the position of learners
(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 ...
Rethinking the reflective praxis of the name Social Science: Pedagogical ‘mischief’ in the Grade 4 to 9 Social Science curriculum
(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 ...
The development of Afrocentricity: A historical survey
(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. ...
Reimagining the journey – expanding the History curriculum to teach for depth of understanding in the FET Phase
(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 ...
The use of online discussion board and blogs to enhance History student teachers’ Work Integrated Learning (WIL)
(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 ...
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 ...
A Comparative Analysis of the Zambian Senior Secondary History Examination between the Old and Revised Curriculum using Blooms Taxonomy
(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 ...
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 ...
Indigenous South African poetry as conduits of History: Epi-poetics – a pedagogy of memory
(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 ...