Yesterday & today: 2019 No 22
Contents
No. 22, December 2019
Articles
- Testing transformation and decolonisation: experiences of curriculum revision in a History honours module / Macqueen, Ian
- Implementation of the competency-based curriculum by teachers of History in selected Secondary Schools in Lusaka district, Zambia / Kabombwe, Yvonne Malambo & Mulenga, Innocent Mutale
- Developing a serious game artefact to demonstrate World War II content to History students / Bunt, Byron J. & Bunt, Lance R.
- Indigenous South African poetry as conduits of History: Epi-poetics – a pedagogy of memory / Genis, Gerhard
- Taking the sting out of assessment: The experiences of trainee teachers experimenting with innovative alternative performance assessment in the History classroom / Warnich, Pieter & Lubbe, Henriëtte
- Historical Significance in the South African History curriculum: an un-silencing approach / Kgari-Masondo, Maserole Christina
Hands-on articles
- An exploration of the shifts in imagined academic and civic identities across four history curriculum documents / Kukard, Kirstin
Book reviews
- Ralph Mathekga. 2018. Ramaphosa’s turn: Can Cyril save South Africa? [Book review] / Moerane, Paballo
Editorial
Welcome to the first electronic only edition of Yesterday & Today. For a range of reasons, including financial and moving with the times it was decided to discontinue the print version of Yesterday & Today. From now on Yesterday & Today can be read on, amongst others, Scielo, the webpage of SASHT and other fora.
The December 2019 edition is also the final one overseen by the current editorial board. On behalf of all involved with, and interested in Yesterday & Today, allow me to thank all the editorial board members for the services they have rendered. In constituting the new editorial board in 2020 many of the current members will be asked to stay on. They will be supported by new appointees from across the global south.
The December 202 edition contains seven articles covering a wide spectrum of research ideas related to History Education.
In his article Ian Macqueen shared his experiences in transforming and decolonising the History Honours module on historiography that he teaches.
In their article Yvonne Kabombwe and Innocent Mulenga unpacked the experiences of History teachers in Zambia of the implementation of a competency-based curriculum.
Byron and Lance Bunt looked at developing a serious game artefact to demonstrate World War II content to History students.
In a conceptual article Gerhard Genis proposed the use of indigenous South African poetry as conduits of memory to teach History.
Pieter Warnich and Henriëtte Lubbe presented, in a practical article based on the experiences of trainee teachers and their learners, the possibilities of alternative performance assessment in History classrooms.
In her conceptual article, Christina Kgari-Masondo argued, by drawing on her personal experiences, for the inclusion of Historical Significance as a historical thinking concept in the curriculum as to foreground indigenous knowledge as it relates to symbols and symbolism.
Finally, in the teachers’ voice article, Kirsten Kukard explored the shift in civic and academic identities across recent English and South African History curriculum documents.
Happy reading.
Johan Wassermann and the rest of the editorial team.
Recent Submissions
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Ralph Mathekga. 2018. Ramaphosa’s turn: Can Cyril save South Africa? [Book review]
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2019) -
An exploration of the shifts in imagined academic and civic identities across four history curriculum documents
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2019)This article analyses four curriculum documents in terms of the kinds of academic and civic identities that they would seek to produce. The curriculum documents are two South African (Curriculum 2005 [1997] and the Curriculum ... -
Historical Significance in the South African History curriculum: an un-silencing approach
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2019)The South African History Curriculum and Assessment Policy Statement (CAPS) emphasises the significance of History being that of empowering learners with historical skills and knowledge but there are critical gaps that ... -
Developing a serious game artefact to demonstrate World War II content to History students
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2019)The following design paper reports on a serious game project being made by interdisciplinary researchers at the North-West University (NWU), Vanderbijlpark Campus. The aim of this venture is to develop a trading card game ... -
Implementation of the competency-based curriculum by teachers of History in selected Secondary Schools in Lusaka district, Zambia
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2019)The study investigated teachers of History’s implementation of the competency-based teaching approaches in the teaching and learning of History in Lusaka district, Zambia. A mixed-methods approach particularly the explanatory ... -
Implementation of the competency-based curriculum by teachers of History in selected Secondary Schools in Lusaka district, Zambia
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2019)The study investigated teachers of History’s implementation of the competency-based teaching approaches in the teaching and learning of History in Lusaka district, Zambia. A mixed-methods approach particularly the explanatory ... -
Testing transformation and decolonisation: experiences of curriculum revision in a History honours module
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2019)This article discusses the revision of a history honours historiography module. It discusses the rationale, methodologies and material used to respond to the imperative of curriculum transformation and decolonisation. The ... -
Taking the sting out of assessment: The experiences of trainee teachers experimenting with innovative alternative performance assessment in the History classroom
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2019)This article explores the experiences of History and Social Sciences (History) trainee teachers (n=33) and their learners during the implementation of five versatile and innovative alternative performance assessment ... -
Indigenous South African poetry as conduits of History: Epi-poetics – a pedagogy of memory
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2019)This conceptual article argues that a pedagogy of poetic memory, or epipoetics, can be used to remember and ‘re-member’ the past in the present in the history classroom. Epi-poetics as a theory encapsulates the dynamic ...
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