Browsing Journals by Subject "History textbooks"
Now showing items 1-10 of 12
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An analysis of the visual portrayal of women in junior secondary Malawian school history textbooks
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2015)Visual images are important in textbooks because they are a vital part of the symbiotic relationship with the written text. Most importantly, visual images are essential in history textbooks because they render human ... -
A comparative investigation into the representation of Russia in apartheid and post-apartheid era South African History textbooks
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2018)In this comparative study we employed a quantitative approach, underpinned by the interpretivist paradigm, to analyse the content on Russia as found in Apartheid and post-Apartheid History textbooks. This was done by means ... -
The depiction of women in the verbal text of a junior secondary Malawian history textbook – an analysis
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2016)This article analyses the depiction of women in the verbal text of a history textbook used at junior secondary school level in Malawi. The focus falls on how women are depicted in the textbook and why they are depicted ... -
History textbooks facing controversial issues - case study of the Martial law in Poland.
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2014)Martial law is one of the most controversial periods in the post-WWII history of Poland. Introduced on December 13, 1981 it ended the 16-month-long “festival of Solidarity”. Official reasons for its imposition were to ... -
Reflections on applying critical discourse analysis methodologies in analysing South African history textbooks
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2015)This article is a reflection on the choice to apply Critical Discourse Analysis (CDA) in a large scale study in which South African history textbooks were analysed for their construction of African consciousness. The ... -
The representation of the temporal notion of post-colonial Africa in South African history textbooks
(AOSIS, 2018)This article is premised on the current (2015–2016) developments in South Africa whereby the country’s youth are increasingly engaging in discourses of South Africa’s post-colonial condition and the need for decolonisation. ... -
Silenced and Invisible Historical Figures in Zambia: An Analysis of the Visual Portrayal of Women in Senior Secondary School History Textbooks
(South African Society for History Teaching (SASHT) under the patronage of the Department of Humanities Education in the Faculty of Education at the University of Pretoria, 2021)Despite their significant contribution to the country’s historical development, women’s influence is commonly underestimated and ignored in Zambian history literature. Subsequently, their role remains undocumented in ... -
South African History textbook research – a review of the scholarly literature
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2015)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 ... -
Stereotypes, prejudices, self and ‘the other’ in history textbooks.
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2012)This article is a literature review of conceptions of stereotype, prejudice, underlying assumptions and images of self and other as relevant to history textbooks and related research. History textbooks are seen as ... -
Using genre to describe the progression of historical thinking in school history textbooks
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2015)The focus of this paper is to describe how progression in historical thinking manifests across seven South African textbooks, one each from Grade 3 to Grade 9. This paper argues that one way in which progression in ...