Now showing items 1-4 of 4

    • An analysis of the visual portrayal of women in junior secondary Malawian school history textbooks 

      Chiponda, Annie; Wassermann, Johan (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 ...
    • Reflections on applying critical discourse analysis methodologies in analysing South African history textbooks 

      Maposa, Marshall Tamuka (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 ...
    • South African History textbook research – a review of the scholarly literature 

      Bertram, Carol; Wassermann, Johan (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 ...
    • Using genre to describe the progression of historical thinking in school history textbooks 

      Bharath, Pranitha; Bertram, Carol (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 ...