Yesterday & today: 2016 No 16
http://hdl.handle.net/10394/19651
2024-03-29T14:25:48ZKgosana, P. 1988. Lest we forget: An autobiography [Book review]
http://hdl.handle.net/10394/19660
Kgosana, P. 1988. Lest we forget: An autobiography [Book review]
Mpanza, Bafana
2016-01-01T00:00:00ZMorris, M. 2004. Every step of the way: The journey to freedom in South Africa. [Book review]
http://hdl.handle.net/10394/19659
Morris, M. 2004. Every step of the way: The journey to freedom in South Africa. [Book review]
Iyer, Leevina
2016-01-01T00:00:00ZSome considerations for history teachers in acknowledging and valuing heritage and teaching good citizenship at schools in a post-colonial, post-apartheid era
http://hdl.handle.net/10394/19658
Some considerations for history teachers in acknowledging and valuing heritage and teaching good citizenship at schools in a post-colonial, post-apartheid era
Haupt, Paul M
In a diverse and fractured post-colonial society, schools need to take
cognizance of the multi-faceted perspectives of heritage represented within
the school community. A healthy debate between the various segments of
the society of which a school is but a microcosm, needs to be facilitated and
consensus reached on the recognition of a common humanity and the rights of
citizens in a complex and vibrant nation. It is in the minutiae of that which is
to be found in local history, and the pride that the preservation thereof instils
in communities regarding their heritages and their place in the world, that a
sense of belonging and, ultimately, good citizenship is fostered. Embracing
previously ignored heritage does not necessitate “wiping the slate clean”. The
citizenry will be left poorer in the intellectual and historical debate if the net is
not cast wide enough and the emphasis falls upon exclusion and segmentation
rather than the need to embrace.
2016-01-01T00:00:00ZAssessment in the teaching of Holocaust history and Theories of Race
http://hdl.handle.net/10394/19657
Assessment in the teaching of Holocaust history and Theories of Race
Cushman, Lesley
The focus of this article is Holocaust education as well as the teaching and
learning of race theories, as set out in the Curriculum and Assessment Policy
Statements (CAPS) for Grade 9 Social Sciences (History), and Grade 11 History.
The article makes general statements about aspects of this history, and
possible methodological approaches, especially in areas which present a challenge:
victimhood, resistance, historiography and interpretation, the phrasing
of assessment questions, impartiality and neutrality, unpacking concepts and
assumptions, conflation and fudging, race, role play, and independent learner
research. There is specific focus on four of the textbooks used in the teaching
of Grade 11 History; questions from these books are cited and discussed.
The questions selected illustrate the difficulties commonly encountered in the
teaching and learning of the Grade 11 “Theories of Race” component. The
article draws on the contributions of various individuals and bodies to the
teaching of difficult histories, and attempts to provide suggestions for an approach
guided by rigorous analysis in the context of the human rights History
classroom.
2016-01-01T00:00:00Z