Textbooks and the School History Curriculum

Siebörger, Rob; Reid, Janet

doi:10.1080/02582479508671853

Cited by 9 publications

(6 citation statements)

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“…The dawning of democracy in the 1990s also left its mark on History textbook research and the greater openness birthed ten studies -one less than was completed during the previous five decades. The end of Apartheid created a belief and optimism that school History could be reimagined and remade (Siebörger, 1994(Siebörger, , 1995Bam & Visser, 1997). There was a growing realisation of the power of History textbooks as educational media that could profoundly influence society.…”

Section: The Big Picture Of South African History Textbook Research -mentioning

confidence: 99%

“…It would, however, be myopic to attribute the change in research patterns into History textbooks to socio-political forces only as individual researchers also played a significant role in increasing the research post-1994. In this regard the work of two scholars stands out, namely Siebörger (1994Siebörger ( , 1995Siebörger ( , and 2006 and Morgan (2010Morgan ( , 2011Morgan ( , 2012Morgan ( , 2013Morgan ( , and 2014. The former had contributed to three books or book chapters and two accredited articles and the latter a Ph.D. (2011) and nine accredited articles.…”

Section: The Big Picture Of South African History Textbook Research -mentioning

confidence: 99%

“…In line with the small sample sizes, the vast majority of studies tend to compare three or four textbooks written for the same grade, published at a similar time. There are a handful of large-scale diachronic studies, such as Du Plooy (1964), who analysed books written between 1938and 1963, Nishino (2006, 2011 who compared Japanese and South African textbooks which were published between 1945and 1995, Smith (1983 who analysed textbooks published between 1914 to the 1980s, De Wet (2001) who analysed books published from the 1940s to the 1990s and Chernis (1990) who analysed books published from 1839-1990. More recently there have been some smaller scale studies which compared textbooks used during apartheid with those published post-apartheid (after 1994).…”

Section: Sample Sizementioning

confidence: 99%

“…Auerbach's thesis was published as a book: E Auberbach, The power of prejudice in South African education: An enquiry into history textbooks and syllabuses in the Transvaal high schools of South Africa (Cape Town, Balkema 1965). 6 Nishino's thesis was reworked published as a book: R Nishino, Changing histories:Japanese and South African textbooks in comparison, 1945-1995 (Göttingen, V&R Unipress, 2011.…”

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

Bertram

Wassermann

2015

Yesterday today

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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.

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Section: The Big Picture Of South African History Textbook Research -mentioning

confidence: 99%

Section: The Big Picture Of South African History Textbook Research -mentioning

confidence: 99%

Section: Sample Sizementioning

confidence: 99%

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confidence: 99%

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

Bertram

Wassermann

2015

Yesterday today

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“…In South Africa emotions about its past contested any will to ensure a balanced view on a history curriculum, or in school textbooks culminating from a revised curriculum. 102 The post-1994 transformation of education in South Africa 103 at especially school level jumbled in high and low moments. Kallaway noted that "The rejection of the apartheid education curriculum in History was confused with the abandonment of a curriculum that was based on historically constructed knowledge".…”

Section: A Concise Past Viewmentioning

confidence: 99%

Thoughts about the historiography of veracity or "truthfulness" in understanding and teaching History in South Africa

Eeden

Elize²

2016

Y&T

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Teaching Archaeological Pasts in South Africa: Historical and Contemporary Considerations of Archaeological Education

King

2012

Arch

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________________________________________________________________This paper discusses the history and trending of archaeological education in South Africa, a set of frameworks wherein primary and secondary level students instrumentalize archaeology to investigate and debate their pasts. Archaeological education has existed thus far as a conversation among archaeologists and a footnote in the national curriculum. I present the first cohesive treatment of these projects. I examine attendant conflicts and obstacles, drawn partly from my involvement in two South African projects but illustrating issues that I believe have global resonance. I submit that archaeological education entails engagements that hold serious ramifications for archaeological ethics, practice, and epistemology. ________________________________________________________________Résumé: Cette article discute l'histoire et les tendances de l'enseignement de l'archéologie en Afrique du Sud, ainsi qu'un nombre de cadres au sein desquels les élèves du primaire et du secondaire utilisent l'archéologie comme un outil pour découvrir et débattre de leur passé. Jusqu'à présent, l'enseignement de l'archéologie n'a fait l'objet de discussions qu'entre archéologues et n'a constitué qu'un point tout à fait marginal dans les programmes d'enseignement nationaux. Je présente ici le premier traitement systématique de ces projets. J'examine les conflits et les obstacles relatifs à ces projets, tirés en partie de mon engagement personnel au sein de deux programmes sud-africains spécifiques, mais qui, je pense, illustrent des problèmes existant à l'échelle mondiale. J'avance que l'enseignement de l'archéologie a des implications en termes d'engagement qui ont des ramifications sérieuses pour l'éthique, la pratique, et l'épistémologie de la discipline. ________________________________________________________________Resumen: El presente documento trata de la historia y tendencias de la educació n arqueoló gica en Sudáfrica, un conjunto de marcos en los que los estudiantes de nivel primario y secundario instrumentalizan la arqueología para investigar y debatir sus pasados. La educació n arqueoló gica ha existido hasta ahora como una conversació n entre arqueó logos y como una nota a pie de página en el plan de estudios nacional. Presento el primer tratamiento cohesivo de estos proyectos. Examino los conflictos y obstáculos que conlleva, extraídos parcialmente de mi implicació n en dos proyectos sudafricanos pero ilustrando cuestiones que creo que tienen una resonancia mundial. Sostengo que la educació n arqueoló gica conlleva compromisos que poseen serias ramificaciones para la ética, la práctica y la epistemología arqueoló gicas. _______________________________________________________________________________________________________________________________________ KEY WORDSArchaeology, Education, South Africa, Ethical practice _______________________________________________________________________________________________________________________________________ There is alwa...

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Textbooks and the School History Curriculum

Cited by 9 publications

References 1 publication

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

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

Thoughts about the historiography of veracity or "truthfulness" in understanding and teaching History in South Africa

Teaching Archaeological Pasts in South Africa: Historical and Contemporary Considerations of Archaeological Education

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