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This article examines the use of testimony in the making of a new history in South Africa, situating this phenomenon in the context of public construction of memory and identifying history teachers as critical to the process. Through an ethnographic study of sixteen schools that illuminates the use of teacher testimony in Cape Town history classrooms, the authors explore the nuanced use of testimony as a pedagogic tool and probe the role of history teachers as memory makers. Finally, this article assesses implications of teachers creating space for dialogical memory making in post-apartheid South Africa and outlines lessons of this experience for other countries in democratic transition.

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