Yesterday & today: 2008 No 2
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Contents
No. 2, May 2008
Articles
- Incorporating human rights into the teaching of History: teaching materials. / Siebörger, R
- Where have all the learners gone? (A small scale study to determine reasons for the decline in numbers of learners taking History in the FET phase) / Meyer, LJ; Blignaut, D; Braz, D & Bunt, B
- Investing in formal education: can indigenous knowledge studies enhance graduates' response to development needs of African communities? / Ndlovu, M
- South Africa in the context of curriculum transition in an emerging democracy within a global world. (A study of mentoring history educators in the WCED:EMDC Metropole East, 2005 – 2007) / Kirchner, G
- Differentiation in History: gifted learners, what can we do? / Hitchins, P
- Human relevance and importance in the classroom through personal stories. / Wilson, J
- Building a communities of practice for the continuing professional development of History teachers: insights from the TEMS project. / Maistry, SM
- Die geskiedkundige bewustheid van Afrikaner adolessente. / Wasserman, JM
- History in danger: the (non) quest for a national history in Botswana. / Mafela, L
- Developments in History teaching at secondary school level in Swaziland: lessons from classroom research. / Mazibuko, EZ
Recent Submissions
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Developments in History teaching at secondary school level in Swaziland: lessons from classroom research.
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2008)History is a complex subject and teaching history is even much more complex than people think. It is more propositional than procedural in nature and involves adductive reasoning, where historical evidence and facts are ... -
History in danger: the (non) quest for a national history in Botswana.
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2008)The socio-political context for history teaching in postcolonial Botswana did not provide for multicultural history approaches, and in fact it discouraged multiple approaches to national history. One of the ways in which ... -
Die geskiedkundige bewustheid van Afrikaner adolessente.
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2008)From 2006 onwards all learners within the South African educational system would have started school after the fall of Apartheid. During the decade or so that has elapsed since Apartheid ended, South Africans, including ... -
Building a communities of practice for the continuing professional development of History teachers: insights from the TEMS project.
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2008)In a period of rapid curriculum change, many South African teachers are faced with the arduous task of new curriculum development and implementation. This is particularly true of the challenges facing history teachers as ... -
Human relevance and importance in the classroom through personal stories.
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2008) -
Differentiation in History: gifted learners, what can we do?
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2008) -
South Africa in the context of curriculum transition in an emerging democracy within a global world. (A study of mentoring history educators in the WCED:EMDC Metropole East, 2005 – 2007)
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2008)South Africa is currently undergoing a transformation of the education system as the last vestiges of the apartheid curriculum are being phased out and a new curriculum introduced. This paper presents findings from a 2005 ... -
Investing in formal education: can indigenous knowledge studies enhance graduates' response to development needs of African communities?
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2008)I-Africa isaqhubeka ibonakala njengezwekazi elingafinyeleli intuthuko jikelele. Imizamo lezinqumo ezehlukile sezike zathathwa ziqondiswe kuntuthuko yezwekazi lase-Africa kodwa lelizwekazi lisaqhubeka bhekane lobunzima. ... -
Where have all the learners gone? (A small scale study to determine reasons for the decline in numbers of learners taking History in the FET phase)
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2008) -
Incorporating human rights into the teaching of History: teaching materials.
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2008)The Institute for Justice and Reconciliation has commissioned the publication of a series of books intended for FET teachers under the title Turning Points in Human Rights (forthcoming 2008). They are individually, The ...
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