Yesterday and Today最新文献

{"title":"The Pandemic History Classroom: grouping or groping the digital divide","authors":"H. Karen, N. Tinashe","doi":"10.17159/2223-0386/2022/n28a1","DOIUrl":"https://doi.org/10.17159/2223-0386/2022/n28a1","url":null,"abstract":"This article is concerned with the impact of Covid-19 on the higher education sector. It examines the impact of group work in the discipline ofhistory in remote university teaching and learning set in the context of Covid-19 imposed lockdowns in South Africa. When the pandemic broke out, few were prepared for its worst excesses in terms of lives lost impact on health facilities, economies and higher education. Lockdowns to limit the pandemic's spread were imposed in many countries worldwide, limiting in-person interaction, which affected various aspects of human contact, not least in university education. Taken away from campuses, universities in South Africa, as elsewhere, were forced not only to adapt to online teaching but to be inventive in the methods used to retain student participation and engagement. While technology was heralded as the solution to the global crisis in teaching, other concerns affect the well-being of students that also require attention. By using the research conducted with staff and students in history modules at one South African university, this article considers the pandemic classroom with its online and remote mode of instruction. It takes specific cognisance of what is lost due to this form of engagement in terms of isolation's psychological and emotional impact on students in the tertiary education sector. Within this context, it assesses whether the use of group work within a university environment and, in particular, the discipline of history, is a possible means to try and bridge this digital divide or if this option is merely a case of groping in the digital ditch.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133069309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Stakeholders' appraisals of the school history curriculum in Zambia on social media","authors":"M. Mazimba, Y. Kabombwe","doi":"10.17159/2223-0386/2022/n28a4","DOIUrl":"https://doi.org/10.17159/2223-0386/2022/n28a4","url":null,"abstract":"This study attempted to capture stakeholders' views on the school history curriculum in Zambia. Stakeholders' views are an important aspect of curriculum development. Social media such as Facebook and WhatsApp have become platforms a section of Zambians uses to challenge the traditional education system. The study used a qualitative approach design by monitoring the e-comments of focus groups (teachers' forums) and individuals on Facebook on what some Zambians thought about the history curriculum. Social media was used because it provides an environment that removes traditional inhibitions of authority figures and meets people in their comfort zone, making them free to discuss otherwise sensitive topics. This research revealed that various stakeholders found the curriculum content irrelevant to the future they envisioned for themselves. The study additionally found that people in Zambia had been side-lined in discussions concerning curriculum development for history. People felt that they had been placed into the straitlaced role of consumers, and their feedback has never been sought. The study recommends revisiting the school history curriculum content to reflect stakeholders' needs and apply it to society. Curriculum developers should also pay attention to the voices of stakeholders in society.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133934603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Knowledge for the people: Understanding the complex heritage of colonial education in South Africa","authors":"P. Kallaway","doi":"10.17159/2223-0386/2022/n28a2","DOIUrl":"https://doi.org/10.17159/2223-0386/2022/n28a2","url":null,"abstract":"The decolonisation of education seems to require a clear understanding of the colonial education heritage in South Africa and an understanding of the emergent global trends that shaped policy and practice from the 19th century. This paper explores the origins of educational discourses and practices that emerged in England and formed the basis of colonial practices. It focuses on emergent policies aimed at educating the working classes in the industrial heartland, which came to influence the literate or scientific culture in the Cape during that time. It explores the hitherto neglected issue of the ideas and resources deployed in both contexts, with particular reference to printed materials that shaped that culture in the process of framing a secular and scientific culture in schools and popular culture of literacy amongst working-class people in the metropolis and African subject/ citizens in the colonial context. It also traces gradual attempts to introduce a culture of literacy which embraced the African language and culture. These educational developments related to children's schooling and the popular education of adults helped shape the state-controlled mass education system that emerged during the 20th century. This paper aims to begin an exploration of the complex dynamics of that process and open the way for further research on these neglected issues.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"5 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120872300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching history in primary schools in Mauritius: Reflections on history teachers' pedagogical practices","authors":"S. Goburdhun","doi":"10.17159/2223-0386/2022/n28a3","DOIUrl":"https://doi.org/10.17159/2223-0386/2022/n28a3","url":null,"abstract":"Although post-independent Mauritius has witnessed the evolution of the history curriculum, the discipline has still not been accorded the status as in some countries in Europe and Africa. The evolution also marks change and continuity in the content of the history curriculum and how the teaching is transacted in classrooms. This paper informs on the current state of teaching history in primary schools in Mauritius. An interpretivist qualitative methodological approach was adopted to understand the pedagogical choices made by teachers in the implementation of the history curriculum in primary classrooms. Data was generated through classroom observations and interviews with 15 primary school history teachers. Findings reveal the need to draw on a range of knowledge to engage learners successfully in history classes. This range of knowledge they need to draw is extensive and complex. The study shows that teachers' knowledge base is crucial for effective history teaching in classrooms.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117176065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Learn History, think unity: National integration through History education in Cameroon, 1961-2018","authors":"R. Ndille","doi":"10.17159/2223-0386/2020/n23a3","DOIUrl":"https://doi.org/10.17159/2223-0386/2020/n23a3","url":null,"abstract":"Since independence, one of the greatest worries of African states has been how to maintain national cohesion amongst the multiplicity of ethnic groups which characterize them. My aim in this paper is to show that, other factors notwithstanding, national integration had been a major educational ideology in Cameroon and that it contributed to the peace and stability that the country was known for, amidst a turbulent central African region until the advent of neoliberalism and multiparty politics in 1990. I discuss the nature of contents that helped to achieve this while arguing that a de-emphasis on the social sciences and particularly on the integrationist approach to history education in the multiparty era is not unconnected to the post-1990 reinvention of various parochial identities antithetic to national cohesion in which recent calls for the secession of the Anglophone region by some radical groups is seen as the culmination of the trend. I conclude by highlighting the social relevance of curriculum within which history education should be re-invented as a vector for peace, unity and national integration in the country.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127353378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Learners' imagination of democratic citizenship in post-apartheid South Africa: Exploring critical literary pedagogy in History teaching","authors":"Noor Davids, MN Davids","doi":"10.17159/2223-0386/2019/N21A2","DOIUrl":"https://doi.org/10.17159/2223-0386/2019/N21A2","url":null,"abstract":"Post-apartheid South Africa struggles to develop a sense of social cohesion and nationhood, which remain largely unfulfilled constitutional imperatives. The pre-amble of the post-apartheid constitution (1996) recognises amongst other things, the “injustices of our past, ... that South Africa belongs to all who live in it, and (to) lay the foundations for a democratic and open society”. The Curriculum and Assessment Policy Statement (CAPS) creates space in the history curriculum to address democratic citizenship and social cohesion. Due to a racially fragmented history, South African nationhood is still a future-oriented project for the attention of the state, and in the context of this study, the education sector. This article reports on an exploratory history lesson, teaching democratic citizenship for social development and nation-building. The lesson was presented to grade 10 learners at a township high school in PretoriaNorth. A “critical literary pedagogy” (CLP) approach was employed as a pathway to teaching social cohesion and nationhood, through historical reflection and imagination. A CLP approach has a commitment to change and employs literary texts as learning material. The article responds to the research question: What is the potential role of CLP as an approach to the teaching of democratic citizenship in a post-apartheid classroom? As conceptual framework “cosmubuntuism”, a combination of cosmopolitan and Ubuntu values provides a theoretical lens to understand learners’ imaginations of democratic citizenship. Five dominant themes emerged from the data, confirming the potential of CLP, but alerting to contradictory and critical outcomes of the lesson. Recommendations are suggested, inter alia, for teacher education institutions to use the CLP approach to address the didactical needs of history teachers to cultivate social cohesion and nationhood in the post-apartheid South African history classroom.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122731527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Poetry as method in the history classroom: decolonising possibilities","authors":"S. Godsell","doi":"10.17159/2223-0386/2019/N21A1","DOIUrl":"https://doi.org/10.17159/2223-0386/2019/N21A1","url":null,"abstract":"Poetry can present historical material in a non-academic format. This format may be particularly important for students who are excluded from epistemic access (Morrow, 2007). This exclusion stems from many things, but ways of writing, ways of framing history, and whose voices and stories are heard are part of this exclusion. This article explores using poetry as a method of decolonising history teaching, primarily in teacher training classroom contexts. Poetry provides a unique combination of orality, personal perspective, artistic license, and historical storytelling. The form can also draw students into a lesson. As a device somewhat removed from students’ ideas about what history is, poetry is an alternative way of investigating ideas of “truth”, evidence, narrative, and perspective. It provides an entry point to historical topics, that can be supplemented through other texts and forms of evidence. Poetry also provides a voicing for sensitive topics, acknowledges and embraces complexity and pain. It could also remove the teacher as mediator, even if only for a moment. Additionally, it can open space for marginalised voices and stories. By drawing from local poems, especially by black women poets, race and gender are centred in the conversation in a visceral way. International poets open conversations about globally linked histories. Poets from different generations raise questions of continuity and change. All poems are open to examination through historical thinking skills. This article explores the tensions in decolonising the Curriculum Assessment Policy Statement (CAPS) history Further Education and Training (FET)(Senior High School) curriculum and in using a creative medium such as poetry to do so.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131384205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Emotions in holocaust education - the narrative of a history teacher","authors":"Brenda Gouws","doi":"10.17159/2223-0386/2019/N21A3","DOIUrl":"https://doi.org/10.17159/2223-0386/2019/N21A3","url":null,"abstract":"Emotion is an integral part of Holocaust education and inculcating empathy in learners is a well-used pedagogical tool to encourage learners to connect with the victims. This is necessary because of the vast number of victims who died at the hands of the Nazis and their collaborators – six million Jews and five million non-Jews. These numbers are generally difficult to comprehend and there can be a tendency to crush thoughts of all the victims together into a single unit, say, the six million, rather than embrace the thought of six million individuals. To help learners relate better to the Jewish victims and survivors, the personal stories of individuals are often told to personalise the Holocaust. This is a tool used in both schools and museums by history teachers and museum educators. Teaching the Holocaust is not a dispassionate, disconnected experience for history teachers. They are often personally affected whether to a greater or lesser degree, and both their teaching and understanding of the Holocaust are often linked to their personal stories. This article is based on the story of one history teacher, whose personal story shaped her Holocaust pedagogy and philosophy when she taught about the Holocaust. The Holocaust is included in the national history curriculum for Grade 9 and 11 learners in the South African school curriculum. Within a qualitative, narrative inquiry framework, the article discusses the personal story of Florence, a Coloured South African history teacher. Along with her family, she did not personally experience apartheid trauma, as many other current South African history teachers did, nor did her family have any personal connections to World War II Europe. Florence simply drew on her personal experiences as a young girl growing up in a lower middle-class family to formulate her own pedagogy with which to teach the Holocaust and engender empathy in her learners. She did this by including techniques such as visualisations to create a certain mood in the classroom before embarking on teaching what, to her, was a horrific, evil event, and to ensure that the learners did not take what they were going to hear lightly. Her methodology was devised to inculcate empathy and enhance depth of understanding.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133623710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Gender in national history narratives in social studies textbooks for Ghana","authors":"C. Sefa-Nyarko, A. Afram","doi":"10.17159/2223-0386/2019/N21A4","DOIUrl":"https://doi.org/10.17159/2223-0386/2019/N21A4","url":null,"abstract":"The Ghanaian society is highly patriarchal and one of the immediate outcomes is that assignment of roles and responsibilities are typically based on gender lines. This paper is about gender representation in social studies textbooks in Ghana for Junior High School (JHS) students. In this article we argue that this inherent division of responsibilities based on gender navigates into history textbook narratives and influences the roles that are assigned to male and female characters. We further argue that male characters are assigned more superior roles than female characters in Ghanaian history textbooks, albeit subtly. The article uses the Ghanaian social studies textbook for JHS which documents historical accounts of Ghanaian men and women in precolonial, colonial and postcolonial periods. Both content and thematic analyses were used to present evidence for the findings. The contents of the selected textbooks sections were organised into two types of narratives to establish how gender is represented and whether one gender is systematically undermined in the texts. This helped to summarise the content into themes. Firstly, we assessed the representation of male and female characters in the texts to ascertain the extent to which females and males are represented in the narratives. Secondly, we assessed the language used in the textbooks to show if the language and specific key words used favoured particular gender groups. In this article we conclude that linking men to more prestigious occupations and heroic undertakings of the past and silencing of women in such positions, is subtle but predominant in the treatment of history in Ghanaian JHS social studies textbooks. Consequently, we recommend the development of a gender-sensitive policy to mainstream gender neutrality in curriculum development and textbooks contents.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122833095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Shaping a decolonised Sport History Curriculum through the national question","authors":"F. Cleophas","doi":"10.17159/2223-0386/2018/N19A7","DOIUrl":"https://doi.org/10.17159/2223-0386/2018/N19A7","url":null,"abstract":"CITATION: Cleophas, F. J. 2018. Shaping a decolonised sport history curriculum through the national question. Yesterday and Today, 20:148-164, doi:10.17159/2223-0386/2018/n19a7 .","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131818006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}