Yesterday & today: 2020 No 24
No. 24, December 2020
- Decolonising images? The liberation script in Mozambican history textbooks / Rosa Cabecinhas & Martins Mapera
- Understanding the complexity of teaching the genocide against the Tutsi through a career life story / Jean Leonard Buhigiro
- Synchronous interactive live lectures versus asynchronous individual online modules. A comparative analysis of students’ perceptions and performances / Karel Van Nieuwenhuyse
- Sustaining the University of Johannesburg and Western Sydney University partnership in the time of COVID: a qualitative case study / Brett M Bennett; Gregory A Barton; Sameer Hifazat; Basetsana Tsuwane & Laurence M Kruger
- A self-study of pedagogical experiences in History Education at a university during the COVID-19 pandemic / Leevina M Iyer
- Teaching History teachers during COVID-19: charting poems, pathways and agency / Sarah Godsell
- Online learning challenges postgraduate certificate in education History students faced during COVID-19 at the University of Zululand / Mbusiseni Celimpilo Dube
- Teaching historical pandemics, using Bernstein’s pedagogical device as framework / M Noor Davids
- Teaching about dying and death: the 1918 Flu epidemic in South Africa / Rob Siebörger & Barry Firth
- Two pandemics, one hundred years and the University of Pretoria: a brief comparison / Bronwyn Strydom
- A new History Education lecturer’s university experiences during Covid-19: a personal reflection / Tarryn Halsall
- Creating a collaborative learning environment online and in a blended history environment during Covid-19 / Kirstin Kukard
- Stop thinking about tomorrow: even in the era of COVID-19 History is teaching past and present Reflections on teaching History during COVID-19 / L Nasson
- Teaching and learning History in the time of the COVID-19 pandemic : reflections of a senior school history teacher / Marjorie Ann Brown
- Teaching and learning history in the time of the coronavirus pandemic / Nonhlanhla CM Skosana
- A reflection on History Education in higher education in Eswatini during COVID-19 / Rejoice K Dlamini
- In the moment of making History: the case of COVID-19 in Zambia / Ackson M Kanduza
- Decolonial History teachers’ charter : a praxis guide / Aasif Bulbulia; Ammaarah Dollie; Aalia Ramjain; Taskeen Varachia; Tsepo Mpho Maangoale; Tendani Tshipugu; Tijanna Laurence; Yaseera Laher; Aaliah Dabhelia; Muhammed Abba; Aamirah Karanie; Ayesha Mitha; Mbali Mbuli; Kananelo Mogane; Tebogo Montshioa; Amogelang Mamogobo; Mpho Sahula
- Maluleke, J.J. et al. (2020) Our Story – Godongwana becomes Dingiswayo [Book review] / Derick Myeni
- Grever, M. 2020. Onontkoombaar verleden. Reflecties op een veranderende historische cultuur Inescapable past: Reflections on a changing historical culture [Book review] / Denise Bentrovato
- Danijela Trškan and Špela Bezjak (eds.) 2020. Archaeological heritage and education: an international perspective on History Education. [Book review] / Nancy Rushohora
History Education greetings,
Welcome to the December 2019 edition of Yesterday & Today. Unfortunately, this volume appeared a month late, at the end of January 2021. But one of the minor consequences of the COVID-19 pandemic. Minor indeed when considering the havoc, the COVID-19 pandemic has wrecked all over the world.
At the beginning of April 2020, just after the severity of COVID-19 pandemic hit home, it was decided to dedicate the bulk of the December 2020 edition (volume 24) of Yesterday & Today to the teaching and learning of history under COVID-19 conditions. Subsequently, a call-for-papers reading: “Yesterday & Today, an accredited open-access journal, with a focus on History Education, History in Education, History for Education and the History of Education, are calling for papers on the teaching and learning of History in the time of the coronavirus disease (COVID-19) pandemic”, were distributed. Numerous abstracts from across the world were received, but alas, many of the initial abstracts were not followed through on, simply because of the toll COVID-19 took on history educators and the institutions they work in. Others were, no doubt, lured in a different direction by the plethora of other scholarly journals also seeking to produce special editions on education and COVID-19. The academic articles finally accepted for publication were of a high academic standard and spoke directly to the callfor- papers. I will say more about this further down.
But first I want to dwell on several other matters related to history education and COVID-19. While COVID-19 served to lay bare numerous societal fault lines, it also did so in terms of matters relating to history education. Three examples in this regard will suffice. The first relates to the absence of history in the numerous “cloud schools” that sprang up in South Africa. One would have thought that, considering the zeitgeist we are in, the powers that be would include history in the “cloud schools” created on television and elsewhere, Alas, this did not happen and the standard privileged fare of Mathematics, English and so forth were dished up. The second deals with the absence of history educationalists and other social scientists in the mitigation policies created by many countries in the world. Such policies, by dint of their legal-ethical nature and societal impact, needs more than a bio-medical approach. Sadly, this was not how, generally speaking, the COVID-19 world was viewed. And finally, whatever curriculum reform is planned in history education in future, planners would do well to consider the inclusion of the study of pandemics.
Back to the December 2020 edition. Volume 24 of Yesterday & Today, for the uninitiated the journal is attached to the South African Society for History Teaching (SASHT), consists of four sections. The first section contains the usual academic articles. The second contains academic articles related to COVID-19 and history education, and the third, “hands-on” or practical articles on COVID-19 and history education. The final section contains the three book reviews appearing in this edition of Yesterday & Today.
Section 1 consists of the usual academic articles related to history education. In the first Rosa Cabecinhas and Martins Mapera dealt with decolonisation and the liberation script in Mozambican history textbooks. In the second, Leonard Buhigiro engaged, by means of a career life story, with the complexity of teaching the genocide against the Tutsi in Rwanda.
The second section carries the COVID-19 academic articles related to history education. In the first of these Karel Van Nieuwenhuyse, in a comparative study, interrogated postgraduate history education students’ perceptions and performances when using different modes of online studying. This is followed by an article by Brett Bennett and his team of co-authors who investigated the consequences of COVID-19 on international partnership between universities. In her article, Leevina Iyer turned the research lens inwards and studied her own educational practices as a history education lecturer during COVID-19. Sarah Godsell, in her contribution, asked critical questions about her history education practices during the pandemic by focussing on the challenges and problems brought about by Emergency Online Teaching. Mpilo Dube, in his article, focussed on higher education by honing in on the experiences of PGCE History students when teaching and learning moved online. A different research slant was brought to the special edition by Noor Davids in his article on the use of Bernstein’s Pedagogical Device to teach historical pandemics. The final academic paper related to COVID-19 and history education is by Siebörger and Firth. In it they ponder the teaching of dying and death with reference to the 1918 flu epidemic in South Africa.
In the third section, consisting of “hands-on” articles, Bronwynne Strydom continues with the 1918 flu epidemic theme by looking at how the University of Pretoria reacted to it at the time. This is followed by an autoethnographic piece by Tarryn Halsall, who started her career as an academic in history education on the day when the lockdown was announced. The third “hands on” article is by Leah Nasson in which she asks critical questions about online teaching, history education and society. Marj Brown, in her article also adopts a critical stance in interrogating what she did as a history teacher at an affluent school during COVID-19. This is followed by an article by Kirsten Kukard and her experiences of teaching history for blended and online learning during the pandemic. In her article, Nonhlanhla Skosana, reflects on the dual process on teaching history during the pandemic at a township school while also pursuing her postgrad studies in history education. This is followed by a “hands-on” article by history education students of the University of the Witwatersrand in which they propose a decolonising teachers charter. The final two “hands-on” articles are from fellow African countries. In her contribution Rejoice Dlamini reflects on history education during the pandemic in Eswatini, while Ackson Kanduza shines the light on COVID-19 in Zambia.
I am confident that the above contributions will not be the final word on history education under COVID-19 conditions and that the 2021 volumes of Yesterday & Today will carry further contributions in this regard.
I would like to conclude this editorial on a sobering note, one that would, in my view, serve to contextualise the devastating impact of COVID-19. In early January 2021, Dr Gengs Pillay, a leading light in history education at secondary school level in South Africa, and former member of the editorial board of Yesterday & Today, passed away of COVID-19 related complications. Dr Kate Angier, one of the assistant-editors for Yesterday & Today, who worked closely with Gengs, contributed the memorial piece on the next page.
Take care and stay safe!
Johan Wassermann (Editor-in-Chief)
(The South African Society forHistory Teaching (SASHT) under the patronage of the North-West University, 2020)In this article we examine the textbook narratives of the colonial past and the nation-building process in Mozambique, a Southern African country which gained its independence in 1975. One of the priorities after independence ...
Understanding the complexity of teaching the genocide against the Tutsi through a career life story (The South African Society forHistory Teaching (SASHT) under the patronage of the North-West University, 2020)The Tutsi, the Twa and the Hutu are three social groups that have enjoyed a monoculture and lived on the same land. In 1994, around one million Tutsi were killed in a genocide organised by the then interim government. It ...
Synchronous interactive live lectures versus asynchronous individual online modules. A comparative analysis of students’ perceptions and performances (The South African Society forHistory Teaching (SASHT) under the patronage of the North-West University, 2020)Interactive and collaborative learning in ‘live’ and online (synchronous and asynchronous) environments generates an influence on the perception, motivation and outcomes of learning among students. From that theory, the ...
Sustaining the University of Johannesburg and Western Sydney University partnership in the time of COVID: a qualitative case study This article offers a qualitative case study of how COVID has changed an existing international education partnership between the University of Johannesburg (UJ) in South Africa and Western Sydney University (WSU) in ...
A self-study of pedagogical experiences in History Education at a university during the COVID-19 pandemic Educational transformation is an ongoing process. However, in 2020 the transformation in South Africa was accelerated by the COVID-19 pandemic. This global health threat was inadvertently a catalyst for considerable change ...
In this article I argue that Emergency Remote Teaching (ERT) has necessitated and produced some transformative teaching methods, using the frameworks of Freire and hooks. However, I argue, that their methods are incongruous ...
Online learning challenges postgraduate certificate in education History students faced during COVID-19 at the University of Zululand This paper intends to share empirical challenges of Postgraduate Certificate in Education (PGCE) History students faced during COVID-19. COVID-19 was characterised by, amongst other things, social distancing, which put ...
On 11 March 2020, the World Health Organisation (WHO) declared COVID-19 a global pandemic. This announcement came as a shock to countries around the world. Diverse responses across the globe exposed an ill-prepared world ...
It seems obvious that while others around us are concerned with trying to understand the nature of the COVID-19 pandemic and the ways in which it has disrupted so much of our lives and professional work, history educators ...
The effects of the Covid 19 pandemic on higher education in South Africa and the University of Pretoria iinspired this brief investigation into how the university responded to the Spanish Flu epidemic of 1918. This article ...
On March 16th, 2020 I commenced my new job as a lecturer on History Education at Stellenbosch University (US), the very same day the University went into lockdown due to COVID-19. I have been a high school teacher for 11 ...
Creating a collaborative learning environment online and in a blended history environment during Covid-19 Collaboration is key to an effective history classroom. Discussion, peer work and learner engagement facilitate the development of historical thinking skills, understanding of historical content and a careful engagement with ...
Stop thinking about tomorrow: even in the era of COVID-19 History is teaching past and present Reflections on teaching History during COVID-19 The rapid spread of the COVID-19 pandemic in 2020 has caused a crisis in education, with the digital divide becoming ever more prevalent in a society which is as unequal and fractured as South Africa. While ex-Model C and ...
Teaching and learning History in the time of the COVID-19 pandemic : reflections of a senior school history teacher Teaching history during lockdown at an elite private school during the COVID-19 pandemic posed challenges and opportunities to draw on history and to learn new technologies. Challenges went beyond the content of history ...
This is an academic yet personal and subjective piece written to analyse and reflect upon personal experiences with regard to the teaching and learning of history under the coronavirus pandemic. Throughout this paper, I ...
The closure of educational institutions following the rapid spread of the COVID-19 pandemic called for the adoption of online teaching and learning. For decades, education has suffered in sub-Saharan Africa due to inadequate ...
This paper discusses the unfolding of COVID-19 in Zambia between March and August 2020. Zambians were aware that international networks would lead to Zambia being affected by a disease that had caused much devastation in ...
The below text is a practical charter which calls for history teachers, students, learners and then the provincial and national Departments of Basic and Higher Education to decolonise. Decolonisation is often talked about ...
Grever, M. 2020. Onontkoombaar verleden. Reflecties op een veranderende historische cultuur Inescapable past: Reflections on a changing historical culture [Book review]