South African history textbook research - A review of the scholarly literature

Abstract

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 was done, there have been studies of South African history textbooks that have analysed different aspects of textbooks. These studies often happen at a time of political change (for example, after South Africa became a republic in 1961 or post-apartheid) which often coincides with a time of curriculum change. This article provides an overview of all the studies of South African history textbooks since the 1940s. We compiled a data base of all studies conducted on history textbooks, including post graduate dissertations, published journal articles, books and book chapters. This article firstly provides a broad overview of all the peer-reviewed studies, noting in particular how the number of studies has increased since 2000. The second section then engages in a more detailed analysis of the studies that did content analysis of textbooks. We compare how each study has engaged with the following issues: the object of study, the methodological approach, the sample of textbooks and the theoretical or philosophical orientation. The aim is to provide a broad picture of the state of textbook analysis studies over the past 75 years, and to build up a database of these studies so as to provide an overview of the nature of history textbook research in South Africa.

Making Good Use of Textbooks

“…While the editors of this special issue understand and often agree with these critiques, in our prior work we have also offered suggestions about some of the strengths of textbooks. We have, for example, provided practical ideas for how textbooks can be used effectively as one of many sources in inquiry-based lessons and activities (Bentrovato & Wassermann, 2018;Bertram & Wassermann, 2105;Chiponda & Wassermann, 2015;Fru & Wassermann, 2020;Halsall & Wassermann, 2018;Maposa & Wassermann, 2014;Roberts, 2013Roberts, , 2014aRoberts, , 2014bRoberts & Elfer, 2018, 2021Roberts et al, 2022).…”

"Better a barefoot than none": Influences of Nationalist ideologies on girlhood in the history classroom

“…South African history classrooms in the late 1980s as educational micro-level contextual spaces were explicitly vulnerable to the manifestations of the apartheid agenda and are therefore worthy of exploration at micro-level contexts. Bertram and Wassermann (2015) view school history textbooks as embodying "ideological messages about whose history are important, as they aim to develop both an 'ideal' citizen and teach the subject of history" (p.156). South African history textbooks were relentless teaching tools to achieve the CNE's goal of developing 'ideal' citizens.…”

A comparative investigation into the representation of Russia in apartheid and post-apartheid era South African History textbooks

“…Research on South African History textbook is a thriving field (Bertram & Wassermann, 2015). This research covers a plethora of topics including, a focus on how Apartheid era textbooks were used to promote Afrikaner masters symbols and racism (du Preez, 1983;da Cruz, 2005), and the ideological differences between textbooks of the Apartheid and post-Apartheid eras (Engelbrecht, 2006).…”