Yesterday and Today最新文献_第10页

"What's in the box?" - Archives, history skills and honours students “盒子里装的是什么?”-档案，历史技能和荣誉学生

Yesterday and Today Pub Date : 1900-01-01 DOI: 10.17159/2223-0386/2020/n23a2

K. L. Harris, R. van der Merwe

{"title":"\"What's in the box?\" - Archives, history skills and honours students","authors":"K. L. Harris, R. van der Merwe","doi":"10.17159/2223-0386/2020/n23a2","DOIUrl":"https://doi.org/10.17159/2223-0386/2020/n23a2","url":null,"abstract":"Historical thinking skills have become the mantra of the history profession. The aims, objectives and outcomes of history classes and courses at both secondary and tertiary level resonate with the inclusion of the skills of the historian’s craft. Primary materials are among the tools included in school teaching packs and university readers to inculcate the research dimension of history coupled to analysis, selection, critical thinking, and logical formulation. In this article we propose to reflect on a recently developed component of a postgraduate Honours module introduced in the Department of Historical and Heritage Studies at the University of Pretoria in collaboration with the University archive. This element involved students engaging with un-inventorised virgin primary documentation emanating from the Museum of the Transvaal Education Department. They were tasked with not only having to critically read the content of the “box”, but to sort, appraise and contextualize the documentation. In addition, the brief also required students to consider the research potential of the contents and present their findings at a colloquium entitled “What’s in the Box?” We argue that the success of this component of the course took the students one step further in the making of history and thus exposed them to experiential learning and what could be termed the “inner workings” of the historians’ craft.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128040762","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}

引用次数: 0

Gandhi's Legacy: The Natal Indian Congress 1894-1994 甘地的遗产:纳塔尔印度议会1894-1994

Yesterday and Today Pub Date : 1900-01-01 DOI: 10.17159/2223-0386/2023/n29a12

Z. Ngcobo

引用次数: 0

Teaching and learning sensitive and controversial topics in history through and with decolonial love 教和学习历史上敏感和有争议的话题，通过和与非殖民化的爱

Yesterday and Today Pub Date : 1900-01-01 DOI: 10.17159/2223-0386/2023/n29a3

Karen Harris, Tinashe Nyamunda Yesterday Today, P. Maluleka

{"title":"Teaching and learning sensitive and controversial topics in history through and with decolonial love","authors":"Karen Harris, Tinashe Nyamunda Yesterday Today, P. Maluleka","doi":"10.17159/2223-0386/2023/n29a3","DOIUrl":"https://doi.org/10.17159/2223-0386/2023/n29a3","url":null,"abstract":"The Curriculum and Assessment Policy Statement (CAPS) school history curriculum of post-apartheid South Africa is littered with sensitive and controversial topics. Many history teachers and their learners do not know how to confront these topics, especially in multiracial, multicultural, and diverse classrooms. Therefore, this paper explores how the idea of decolonial love (Sandoval, 2000; Maldonado-Torres, 2006) could inform alternative creative pedagogies or contribute to existing pedagogical frameworks that history teachers and their learners employ when engaging sensitive and controversial topics. In this paper I argue that decolonial love has the potential to enable both history teachers and their learners to engage with sensitive and controversial topics in history in ways that promote empathy, cognitive, social and epistemic justice, inclusivity, critical thinking, respect, love, and tolerance for others as envisioned in the CAPS document. This would, in turn, promote the transgression of knowledge boundaries for knowledge co-construction (Keating, 2013) and thus, enable a way of doing history that promotes pluriversal (situated) knowledges (Santos, 2014). Lastly, I argue that decolonial love can provide a useful pedagogical framework for teaching sensitive and controversial topics since it ties together different approaches to teach such topics.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125594140","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}

引用次数: 0

Bullet in the Heart: Four brothers ride to war (1899-1902) 子弹射中心脏:四兄弟骑马上战场(1899-1902)

Yesterday and Today Pub Date : 1900-01-01 DOI: 10.17159/2223-0386/2023/n29a13

Z. Nkabinde

引用次数: 0

People, space and time strategy: Teaching History through image analysis at a rural secondary school in Limpopo Province 人、空间和时间策略:林波波省一所农村中学通过图像分析进行历史教学

Yesterday and Today Pub Date : 1900-01-01 DOI: 10.17159/2223-0386/2021/n26a3

M. Thotse

{"title":"People, space and time strategy: Teaching History through image analysis at a rural secondary school in Limpopo Province","authors":"M. Thotse","doi":"10.17159/2223-0386/2021/n26a3","DOIUrl":"https://doi.org/10.17159/2223-0386/2021/n26a3","url":null,"abstract":"ABSTRACT Efficient teaching approaches are critical to promote a positive attitude among learners of History at secondary schools. Learners' behaviour during History lessons and attitude towards the subject can be affected by a number of factors, including teaching methods, teaching styles, teacher's commitment and work ethic, etc. The study was conducted to examine the effect of using images in relation to the behaviour and attitude of learners towards the subject History. The study applies analytical research involving learners from a convenient group of schools around Mankweng in the use of the People, Space and Time (PST) image analysis strategy as a teaching strategy to affect the behaviour of learners towards the subject History. It uses image analysis to determine the effect of PST on the voluntary participation of learners in the History classroom. The results show that with careful organisation of visuals and crafting of questions, the PST method had a significant positive effect on learners' behaviour and attitude towards the subject. It was also observed that an increased number of learners responded comfortably to PST during class discussions. Teacher mentors have also shown interest in this strategy as learners seemed lively in class, with disinterest turning into interest as learner participation increased. The study concluded that an expert analysis of images is a key resource in the teaching of History. Keywords: Image; Strategy; Analysis, Participation; Observation.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"512 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123199335","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}

引用次数: 0

The dialectics of historical empathy as a reflection of historical thinking in South African classrooms 历史共情的辩证法是南非课堂历史思维的反映

Yesterday and Today Pub Date : 1900-01-01 DOI: 10.17159/2223-0386/2018/N19A3

Daniel Ramoroka, A. Engelbrecht

{"title":"The dialectics of historical empathy as a reflection of historical thinking in South African classrooms","authors":"Daniel Ramoroka, A. Engelbrecht","doi":"10.17159/2223-0386/2018/N19A3","DOIUrl":"https://doi.org/10.17159/2223-0386/2018/N19A3","url":null,"abstract":"The research explores the understanding of the concept Historical empathy as conceptualised by the two teachers sampled in this study. The article analyses the pedagogical practices of two Grade 12 History teachers who used the theme of the Vietnam War of 1954 to 1975, also known as the Second Indochina War, and in Vietnam as the Resistance War Against America or simply the American War, was a conflict that occurred in Vietnam, Laos, and Cambodia from 1 November 1955 to the fall of Saigon on 30 April 1975. This is one of the new themes included in the Curriculum and Assessment Policy Statement (CAPS) to cultivate tenets of Historical empathy in their classrooms. The research utilises a qualitative research paradigm to enable the researchers to interview teachers at their schools and observe them interacting with the phenomenon being investigated in their natural environment in the classrooms. The article uses the dual theoretical framework designed by Barton and Levstik (2004) which embodies both elements of affective and cognitive domains to evaluate the perspectives of two teachers and their pedagogical practices in the classroom. According to the findings, both teachers used suitable and relevant primary and secondary sources during the lesson presentations. Teachers demonstrated characteristics of emotional and cognitive empathy during the interviews and these divergent elements were displayed during the teaching of the Vietnam War. Quite often learners were encouraged by one teacher to sympathise and align with the victims of the war which is caused by their past agony and psychological trauma resulting from the experiences of their communities during the apartheid government and this demonstrated shared normalcy. The second teacher empathised with the Vietnamese soldiers and saw them as gallant soldiers against the strong US troops rather than as victims thereby displaying some elements of cognitive Historical empathy.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124079139","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}

引用次数: 2

Heads of Department's role in implementation of History syllabi at selected Zimbabwean secondary schools: an instructional leadership perspective 各部门主管在津巴布韦选定中学实施历史教学大纲中的作用:教学领导视角

Yesterday and Today Pub Date : 1900-01-01 DOI: 10.17159/2223-0386/2021/N25A6

Walter Sengai

{"title":"Heads of Department's role in implementation of History syllabi at selected Zimbabwean secondary schools: an instructional leadership perspective","authors":"Walter Sengai","doi":"10.17159/2223-0386/2021/N25A6","DOIUrl":"https://doi.org/10.17159/2223-0386/2021/N25A6","url":null,"abstract":"ABSTRACT This qualitative study explores the school-based instructional leadership role of Heads of Department (HODs) in the implementation of different History syllabi. It seeks to establish the practices that History HODs carry out in order to improve the teaching and learning of the subject. HODs are subject specialists who are responsible for establishing and ensuring high standards of teaching and learning in their subjects. This study is a response to the claim that History HODs often fail to rise to expectations in ensuring effective curriculum implementation in the subject. Qualitative data was collected through the study of circulars and policy documents and by conducting structured, in-depth interviews with fifteen key informants sampled from selected schools in the Glen View/Mufakose district in Harare. The key finding from this study is that the HODs were the de facto instructional leaders during the implementation of the History syllabi and that their level of involvement determines the success and/or failure of History syllabi. The paper concludes by asserting that HODs play a critical role in the implementation of History syllabi, since they are at the chalk face and directly supervise the implementation of changes in the subject as illustrated at five secondary schools used in the study. Keywords: HOD; Instructional leadership; Implementation; History Syllabus; Supervision.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"151 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126824286","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}

引用次数: 1

A comparative investigation into the representation of Russia in apartheid and post-apartheid era South African History textbooks 种族隔离与后种族隔离时代南非历史教科书中俄罗斯代表性的比较研究

Yesterday and Today Pub Date : 1900-01-01 DOI: 10.17159/2223-0386/2018/N18A4

T. Halsall, J. Wassermann

{"title":"A comparative investigation into the representation of Russia in apartheid and post-apartheid era South African History textbooks","authors":"T. Halsall, J. Wassermann","doi":"10.17159/2223-0386/2018/N18A4","DOIUrl":"https://doi.org/10.17159/2223-0386/2018/N18A4","url":null,"abstract":"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 of qualitative content analysis. The focus of the analysis was exclusively on the historical content or substantive knowledge as it related to Russia. What emerged was that the political eras Russia was studied under remained remarkably similar across the Apartheid and post-Apartheid eras. However, clear discernible similarities and differences were otherwise detectable. While big men dominated the content of both eras the approach adopted by the post-Apartheid era History textbooks towards them were generally more critical. While a fear of Communism was imbedded in the Apartheid era History textbooks, the opposite can be said of the post-Apartheid era textbooks. What this points to is that during both political eras the content on Russia was adapted to suit the prevailing identity politics, national narratives and ideology of the time – closed and insular under Apartheid and open and critical in the post-Apartheid era.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131116006","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}

引用次数: 2

Silenced and Invisible Historical Figures in Zambia: An Analysis of the Visual Portrayal of Women in Senior Secondary School History Textbooks 赞比亚沉默与隐形的历史人物:高中历史教科书中女性形象的分析

Yesterday and Today Pub Date : 1900-01-01 DOI: 10.17159/2223-0386/2021/n26a6

Edward Mboyonga

{"title":"Silenced and Invisible Historical Figures in Zambia: An Analysis of the Visual Portrayal of Women in Senior Secondary School History Textbooks","authors":"Edward Mboyonga","doi":"10.17159/2223-0386/2021/n26a6","DOIUrl":"https://doi.org/10.17159/2223-0386/2021/n26a6","url":null,"abstract":"ABSTRACT 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 secondary school textbooks to the extent that the sex blindness of traditional historiography, which sustains male dominance in history, remains unchallenged in the books. Through a qualitative approach and purposive sampling of two Zambian secondary school Grade 12 learners' history textbooks, the study examined the portrayal of women. Located within the decoloniality paradigm, it counters the coloniality of power manifested through the insularity of dominant patriarchal historical narratives entrenched in the secondary school history curriculum, largely reflecting the remnants of colonial epistemologies and historiographical traditions. The findings in both textbooks reveal that the female characters are silenced and invisible compared to their male counterparts, reflecting the patriarchy hegemony in the secondary school Zambian history curriculum. In decolonising colonial power manifested in the curriculum, the study recommends mainstreaming gender equality in the history curricula and teaching and learning materials, mainly the learners' textbooks, to reflect women's achievements. Keywords: Decoloniality; Visual images; Gender; History textbooks; Secondary school; Women; Zambia.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"171 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134383039","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}

引用次数: 0

Decolonising curriculum change and implementation: Voices from Social Studies Zimbabwean Teachers 非殖民化课程改革与实施:来自社会研究津巴布韦教师的声音

Yesterday and Today Pub Date : 1900-01-01 DOI: 10.17159/2223-0386/2021/n25a1

P. Chimbunde, Maserole Christina Kgari-Masondo

{"title":"Decolonising curriculum change and implementation: Voices from Social Studies Zimbabwean Teachers","authors":"P. Chimbunde, Maserole Christina Kgari-Masondo","doi":"10.17159/2223-0386/2021/n25a1","DOIUrl":"https://doi.org/10.17159/2223-0386/2021/n25a1","url":null,"abstract":"ABSTRACT In 1980, Zimbabwe inherited a Eurocentric education system from the British colony, aimed at the perpetuation of the subordination and silencing of the African child. When the government of Zimbabwe noticed the infestation of the colonial wound, demonstrated by the irrelevance and in-applicability of the inherited education system, it called for its reconstruction on a new curriculum, which was rolled out in 2015. However, Zimbabwean Social Studies teachers reported intractable inconsistencies in curriculum design and implementation between what is taught in the classroom and what is expected in the society, which they linked to lack of Ubuntu values and a decolonization perspective. Using the Social Studies curriculum as a case and the Ubuntu lens as a conceptual framework, this qualitative study investigates the strategies which can be used to reform the curriculum so that it speaks to the dictates of the Zimbabwean community in which it serves. Data were generated through semi-structured interviews and Focus Group Discussion (FGD) from 12 purposefully sampled Social Studies teachers located in different school settings of Zimbabwe namely the rural, urban, growth points and farm areas. Findings indicated that the 'usable past' anchored in Ubuntu values as part of the decolonization agenda, though not given serious consideration in Zimbabwe, is fundamental to curriculum reform and implementation. Considering the findings, the study recommends the revisiting and extracting from the African past and its values to drive curriculum change to prepare the learner to lead an African life in the African continent. The study elucidates the need for a collective psyche in educational change in which curriculum planners practise cordial relations and engage the teachers in curriculum construction to perfect curriculum design and implementation. Keywords: Curriculum change; Curriculum implementation; Decolonisation; Social Studies; Ubuntu; 'Usable past'.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"354 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122475657","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}

引用次数: 5