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Incomplete history curriculum? Teaching socio-environmental history in South African high schools. From an indigenous perspective.
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2013)
The article presents a challenge to the History high schools’ curriculum by depicting
that among the secondary concepts currently used in the understanding of History
in high schools in South Africa the socio-environmental ...
The contested nature of heritage in Grade 10 South African history textbooks: A case study.
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2013)
Using the interpretivist paradigm and approached from a qualitative perspective,
this case study produced data on three purposively selected contemporary South
African history textbooks with regards to their representation ...
“Can Foucault come to the rescue?” - From dogma to discourse: Deconstructing the History of education for democratic subjects.
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2013)
Mobilising History for nation-building in South Africa: A decolonial perspective.
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2013)
One of the greatest challenges facing people in the process of becoming South
Africans today is that of building a cohesive national identity out of diverse and
competing national, cultural and ethnic aspirations and ...
Harvey, E. 2012. Kgalema Motlanthe: The Situation? A Political Biography. [Book review]
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2013)
Trainee teachers’ observation of learner-centred instruction and assessment as applied by History and Social Sciences teachers.
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2013)
A growing body of research shows that the overall quality of teaching and learning
is improved when learners have the opportunity to become actively involved in the
learning process through which ample opportunities are ...
Erdmann, E. & Hasberg, W. (Eds.) 2012. Mapping – Bridging Diversity. Foundation of a European Discourse on History Education. Part 2. [Book review]
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2013)
Bundy, C. 2012. Govan Mbeki: Tribute or treatise?. [Book review]
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2013)
The powerful learning environment and history learners in the Free State Province.
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2013)
The Curriculum and Assessment Policy Statement for History (2011) encourages
an active and critical approach to learning. This principle requires History teachers
to structure learning environments that will enable active ...
A revisionist view of the contribution of Dr Eiselen to South African education: New perspectives.
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2013)
This article discusses the philosophical ideology advocated and promoted by the
academic, anthropologist and politician, Dr WWM Eiselen, during different
periods of history in South Africa. The central focus is on the ...