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Inclusive histories for inclusive futures: Interactions and entanglements then and now
(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 ...
Thoughts about the historiography of veracity or “truthfulness” in understanding and teaching History in South Africa
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2016)
Debating the understanding and use of historical content as fact and/or fiction in
publications has come a long way in the science of History (historiography). Arthur
Marwick for example, in “The new nature of history, ...
Political economy of History textbook publishing during apartheid (1948-1994): Towards further historical enquiry into commercial imperatives
(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. ...
Using genre to describe the progression of historical thinking in school history textbooks
(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 ...
Reflections on applying critical discourse analysis methodologies in analysing South African history textbooks
(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 ...
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 ...
South African History textbook research – a review of the scholarly literature
(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 ...
A comparative investigation into the representation of Russia in apartheid and post-apartheid era South African History textbooks
(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 ...
A self-study of pedagogical experiences in History Education at a university during the COVID-19 pandemic
(The South African Society forHistory Teaching (SASHT) under the patronage of the North-West University, 2020)
Educational transformation is an ongoing process. However, in 2020 the transformation in South Africa was accelerated by the COVID-19 pandemic. This global health threat was inadvertently a catalyst for considerable change ...
Remaking history: the pedagogic device and shifting discourses in the South African school history curriculum
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2020)
This article uses Bernstein’s pedagogic device as a framing heuristic to trace the shifts in the South African school history curriculum from 1995 – 2019. The article focuses on how the instructional and regulative
discourses ...