"Mandela, the Terrorist"

Hues, Henning

doi:10.3167/jemms.2011.030205

Cited by 7 publications

(4 citation statements)

References 6 publications

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“…One approach is to downplay the aspects of national history that gave rise to conflict and to eschew the very mention of conflict in history lessons (e.g., Strandling, 2003). Yet in countries such as South Africa, where racialised oppression seeps into all aspects of its history and into contemporary political, economic, and social relationships, deciding the content of curriculum is not straightforward (Jansen, 2009;Hues, 2011).…”

Section: Identities As Citizensmentioning

confidence: 99%

“…These calls to human rights and the attempt to make universal rights the core of South African citizenship are a reflection of the country's history. Textbooks, however, address that history in very matter-of-fact and decidedly apolitical tones and without dwelling on the pain and injustice of the system (even if classroom practice allows for modification of this content (Hues, 2011)). The social studies book noted earlier, for instance, devotes three of its ten chapters to apartheid, but two of those chapters are about its collapse, rather than its effects (Barnard, et al, 2006).…”

Section: Textbooks Reiterate the Importance Of Human Rights To South mentioning

confidence: 99%

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‘For the future of the nation’: Citizenship, nation, and education in South Africa

Staeheli

Hammett

2013

Political Geography

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Publisher's copyright statement: NOTICE: this is the author's version of a work that was accepted for publication in Political geography. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be re ected in this document. Changes may have been made to this work since it was submitted for publication. A de nitive version was subsequently published in Political geography, 32, 2013, 10.1016/j.polgeo.2012.11.003Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-pro t purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details.

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Section: Identities As Citizensmentioning

confidence: 99%

Section: Textbooks Reiterate the Importance Of Human Rights To South mentioning

confidence: 99%

‘For the future of the nation’: Citizenship, nation, and education in South Africa

Staeheli

Hammett

2013

Political Geography

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“…En relación con las políticas de la memoria y, en general, con los procesos de política pública y las decisiones macro sobre la educación en memoria, la literatura muestra una variedad de tensiones que deben ser negociadas (Hues, 2011;Oglesby, 2007;Tawil y Harley, 2004;Weinstein, Freedman y Hughson, 2007;Weldon, 2006) y ante las cuales diversos países han adoptado varios modelos: entre ellos la memoria ejemplarizante, un pasado mítico unificado, y las narrativas etnonacionalistas (Paulson, 2015). Tanto las tensiones como la reflexión sobre los modelos advierten sobre el peligro de construir una educación en memoria histórica centrada en narrativas oficiales y monolíticas.…”

Section: Introductionunclassified

Hablar sobre el pasado: efectos de una experiencia educativa en memoria histórica

Corredor

2020

Rev. Colomb. Educ.

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Este artículo de investigación describe una experiencia educativa en memoria histórica y los efectos de dicha experiencia sobre los niveles de conocimiento histórico y las actitudes en el área. En el texto se propone que la educación en memoria histórica debe combinar el desarrollo de elementos emocionales con otros asociados al razonamiento histórico como el análisis de fuentes y la comprensión del rol de las estructuras económicas, sociales y políticas. Adicionalmente, se identifican ciertos principios pedagógicos para el diseño de intervenciones en el área: el aprendizaje auténtico, colaborativo y centrado en el estudiante, la construcción de un ambiente de sanación y el uso de herramientas digitales. Para mostrar la efectividad de esta perspectiva, una experiencia pedagógica de cinco semanas diseñada con base a estos principios fue evaluada usando como método una prueba cognitiva de selección múltiple y una escala Likert para medir actitudes. Los resultados muestran que esta intervención fue efectiva para mejorar los niveles de comprensión y actitudes en el área. En particular, se identificó un efecto significativo de la interacción entre la participación en la intervención y el cambio pre- y postest sobre los puntajes de comprensión y actitudes. Esto es, los estudiantes participantes mejoraron su comprensión y actitudes sobre la memoria histórica mientras los estudiantes que continuaron participando en sus clases tradicionales de historia no lo hicieron.

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“…These findings have particular relevanceforpost-apartheidSouthAfrica,thecontextofthisstudy. DespitethepublicationoverthelasttwentyyearsofabodyofliteratureontheSouth African school history curriculum, which has chronicled its construction (Siebörger, 2012), critiqued its content (Kallaway, 2012) and analysed its delivery in classrooms (Hues, 2011;Teeger,2015),todateweknowverylittleaboutthehistoricalknowledge,understandingand consciousnesswithwhichlearnersleaveschool.Thispaperpresentsapreliminaryanalysisof 27narrativeaccountsofSouthAfrica'shistory'fromthebeginning',writtenbyyoungSouth Africans,whichrevealsthecontinuedimportanceofracialidentityasafactorintheformation ofanationalhistoricalconsciousnessinpost-apartheidSouthAfrica.…”

Section: Introductionmentioning

confidence: 99%

In search of historical consciousness: An investigation into young South Africans' knowledge and understanding of 'their' national histories

Angier¹

2017

London Review of Education

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This study reports the findings of an investigation into young South Africans' knowledge and understanding of their national past derived from narrative accounts of South African history written by 27 university students who had recently completed the national school history curriculum. Analysis of these narratives indicates two fundamental differences in the way the history of South Africa is told, in terms of emphasis (the relative weight assigned to different periods and people) and of agency (who 'did' and who was 'done to'). These differences point to the continued importance of racial identity as a factor in the formation of a national historical consciousness in post-apartheid South Africa. The highly selective emplotment of South Africa's past by the students highlights the importance of sociocultural factors in the development of young people's historical consciousness, a conclusion that has implications for classroom pedagogy. These findings suggest that unless the historical understanding with which students come to the classroom is engaged and is complicated through evidence-based historical enquiry then neither the 'disciplinary' nor 'social justice' aims of the intended curriculum will be realized.

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"Mandela, the Terrorist"

Cited by 7 publications

References 6 publications

‘For the future of the nation’: Citizenship, nation, and education in South Africa

‘For the future of the nation’: Citizenship, nation, and education in South Africa

Hablar sobre el pasado: efectos de una experiencia educativa en memoria histórica

In search of historical consciousness: An investigation into young South Africans' knowledge and understanding of 'their' national histories

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