Some Problematical Issues in the Restructuring of History Education in South African Schools

Cuthbertson, Greg; Grundlingh, Albert

doi:10.1080/02582479208671720

Cited by 6 publications

(2 citation statements)

References 8 publications

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“…Since the late twentieth century, the place of history and its curriculum at both school and university have been the subject of reports, scrutiny and debate in the United Kingdom, United States, New Zealand, Australia and Africa. 51 Furthermore, it is not the first time that there has been a change in the profile and place of history in the broader educational domain in South Africa. 52 In point of fact, since the establishment of the new democratic dispensation in 1994 history has metamorphosed and at stages almost become extinct through the various attempts at rectifying the education system.…”

Section: Reflecting In the Looking Glassmentioning

confidence: 99%

History "through the looking glass"

Harris

2018

Historia

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This article deliberates on the South African Department of Basic Education's announcement in February 2018 to implement history as a compulsory school subject to the final year of secondary schooling. It outlines the process undertaken by the History Ministerial Task Team and assesses the report it issued, along with the initial reaction to its intent. It reflects on the chequered past of the position and place of history within the South African education system, re-visiting some of the postdemocracy debates that have perpetuated from the previous century and spilled over into the present. In the paradigm of Alice through the Looking Glass, it suggests that we might need to go "backward before going forward" in order to stop repeating this conundrum.

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Section: Reflecting In the Looking Glassmentioning

confidence: 99%

History "through the looking glass"

Harris

2018

Historia

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“…and learner-centered learning and something they felt they had been doing before anyway, without having labeled it as such. 43 For history, a major consequence of C 2005 was the merging with geography to form the "Learning Area Social Science," alongside a general shift from content dominance to the promotion of applicable skills. Methodologically, project work and learner-centeredness were proposed as innovations for history teaching.…”

Section: A New Curriculummentioning

confidence: 99%

"Mandela, the Terrorist"

Hues¹

2011

Journal of Educational Media, Memory, and Society

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This article focuses on how some aspects of the South African history curriculum are interpreted and "lived out" in two South African high schools. The article introduces the history curriculum reconstruction process and its surrounding developments from 1994 until the release of the National Curriculum Statement in 2003. It then focuses on the curricular intentions, which reflect the reorganization of history teaching and serve as a benchmark for teachers. Using empirical data gathered in Afrikaans schools, I describe how classroom practices represent the history curriculum. The data indicates that schools provide space for curriculum modification and the creation of a "hidden curriculum."

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Creating a Future for History within South Africa's Curriculum 2005

Eeden

Walt

2000

Theory & Research in Social Education

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Some Problematical Issues in the Restructuring of History Education in South African Schools

Cited by 6 publications

References 8 publications

History "through the looking glass"

History "through the looking glass"

"Mandela, the Terrorist"

Creating a Future for History within South Africa's Curriculum 2005

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