Yesterday and Today最新文献

{"title":"Confronting controversial issues in History classrooms: an analysis of pre-service high school teachers' experiences in post-apartheid South Africa","authors":"J. Wassermann, D. Bentrovato","doi":"10.17159/2223-0386/2018/N19A4","DOIUrl":"https://doi.org/10.17159/2223-0386/2018/N19A4","url":null,"abstract":"The purpose of the study presented in this article is to understand the experiences of final year pre-service South African high school history teachers on their engagement with controversial issues during their teaching practice. The rationale for undertaking this study was twofold: filling a gap in the existing literature, which has neglected the experiences of pre-service teachers and their understandings of controversial issues in history during the early stages of their professional development, and for us to learn from our students so as to possibly contribute to a more meaningful school history education in present-day South Africa. The data for this study was drawn from a collection of reflective reports prepared by 75 preservice high school history teachers on their experiences of teaching controversial issues during their professional practice sessions. We found that the student-teachers’ experiences in this regard greatly varied, and were informed by multifarious factors, including the pre-service teachers’ positionality, the institutional culture of their placement schools, their professional relationships with the mentor teachers, and their engagement with learners, policy documents and teaching material. What stood out was the centrality of race to their experiences of teaching controversial issues, something which revealed the deep-rooted legacies of South Africa’s racist past. The consequence of this was a black/white binary that continued to influence the way certain schools, pre-service teachers, mentor teachers and learners relate to history and to each other.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"55 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":"115393949","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":"Virtues in Danish History textbooks since enlightenment","authors":"Harry Haue","doi":"10.17159/2223-0386/2018/n18a1","DOIUrl":"https://doi.org/10.17159/2223-0386/2018/n18a1","url":null,"abstract":"The above quoted statement by the famous Russian author, Alexander Solzhenitsyn, can to my opinion be interpreted as a dream of revitalization of good, old Russian virtues, which the communist regime had silenced and placed in the corner. Then I reflected on the status of virtues in my own country, and especially what history education had done to stick to virtues, which I have encountered in my earlier research as dominant in the 18th century educational discourse? My provisional examinations are presented in this article, where I focus on the impact of virtues in a sample of more popular Danish history textbooks over three centuries. Research in textbooks is closely connected to the societal context and a brief summary of the development in Denmark since the Enlightenment is appropriate, especially for the foreign reader, in order to understand the textbooks in a proper context. In the 18th century the Danish king was the absolute ruler of Denmark, Norway and the North Atlantic islands. Moreover he was the sovereign in the deuces Schleswig and Holstein and of course in the colonies in India, Africa and Caribbean. This multicultural state was transformed in the 19th century; in 1814 Norway was ceded to Sweden, and in 1864 Schleswig and Holstein were after a bloody war, taken over by Prussia. Hence Denmark was one of the smaller countries in Europe, however now a national state. In 1814 compulsory sevenyear school attendance was implemented for all girls and boys, and in the second half of the century agriculture and industry underwent a remarkable growth. In 1849 the absolute ruling king signed a constitution, which introduced partial democratic elections. Although literacy was acquired by nearly all Danish children, the development of secondary education was slow, illustrated by the fact that only 89 students in 1849 finished their upper secondary education in the Kingdom of Denmark. In 1921 it rose to nearly 2% of a year group, whereas today 75 %, equivalent to 60.000 teenagers are prepared for further studies. The upper","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133846096","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":"Mobile concepts in a mobile environment: Historical terms in LSP lexicography","authors":"M. V. D. Merwe, K. Horn","doi":"10.17159/2223-0386/2018/N18A2","DOIUrl":"https://doi.org/10.17159/2223-0386/2018/N18A2","url":null,"abstract":"CITATION: Van der Merwe, M. F. & Horn, K. 2018. Mobile concepts in a mobile environment : historical terms in LSP lexicography. Yesterday and Today, 19:17-34, doi:10.17159/2223-0386/2018/n18a2.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127409483","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":"The strong state and embedded dissonance: history education and populist politics in Hungary","authors":"Karl Benziger","doi":"10.17159/2223-0386/2016/N18A4","DOIUrl":"https://doi.org/10.17159/2223-0386/2016/N18A4","url":null,"abstract":"The hopefulness that accompanied the establishment of the Republic of Hungary in 1989 was soon tempered by divided politics that seemed unable to address systemic economic woes facing the nation. Though the 1956 Revolution remains foundational, parts of the polity remain uneasy with the concept of the liberal state and instead hearken back to the Christian National politics of the interwar years to legitimize a vision of the Hungarian nation not dependent on institutions such as the International Monetary Fund (IMF), let alone the European Union (EU) which Hungary joined in 2004. The promise of economic prosperity found in EU member states such as Austria remains elusive and many Hungarians yearn for the social security system of the 1970’s communist era while at the same time subscribing to a resurrection of the strong state. The populist rhetoric of Prime Minister Viktor Orbán draws sharp contrast between the EU’s dream of a Europe without Borders and the localized/nativist vision of Hungarian national identity that resonates with a large part of the polity that provided his FIDESZ (Young Democrats)/ KDNP (Christian Democrats) coalition with parliamentary majorities in 2010 and 2014. Further to the right, Jobbik (the better ones) excoriates both gypsies and Jews for undermining the state. The current refugee crisis has been cast by Orbán 1 H Kamm, “The funeral of Imre Nagy,” New York Times, 17 June 1989, p. 6. 2 Magyar Nemzet Online, 27 July 2014 (available at http//:www.mno.hu/tusvanyos/orban-viktor-teljesbeszede-1239645, as accessed on 29 July 2014), pp. 1-3. History education and populist politics in Hungary, pp. 64-84","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121332933","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":"“What do I have to know to teach History well?” Knowledge and expertise in History teaching – a proposal","authors":"Christian Heuer, Mario Resch, Manfred Seidenfuß","doi":"10.17159/2223-0386/2017/N18A2","DOIUrl":"https://doi.org/10.17159/2223-0386/2017/N18A2","url":null,"abstract":"Recent international research has made it clear that empirical educational research and investigations of individual subject didactics are paying increasing attention to the quality of History teachers. History didactics is now attempting to answer one of the key questions about the professionalization of History teachers: How does expertise arise from knowledge and what does it take to teach History well and effectively? This contribution presents the Heidelberg Model for Competence in History Teaching (Heidelberger Geschichtslehrerkompetenzmodell: HeiGeKo) in an attempt to initiate an international discussion about domainspecific profiling of professional conduct in History teaching from theoretical, research methodological, and pragmatic perspectives.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"284 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131576308","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":"Rethinking the reflective praxis of the name Social Science: Pedagogical ‘mischief’ in the Grade 4 to 9 Social Science curriculum","authors":"Maserole Christina Kgari-Masondo","doi":"10.17159/2223-0386/2017/N18A5","DOIUrl":"https://doi.org/10.17159/2223-0386/2017/N18A5","url":null,"abstract":"The article depicts the global history of the Social Science (SS) curriculum to illustrate that already by the 19th century Geography and History had been divided. The influence of non-integration of the SS was mainly by Geographical determinism which promulgated that the natural environment prescribes how people live, suggesting that all people living in a specific natural environment would respond in the same way when engaging with their environment. Such thinking inferred that human agency and culture had no role in such interaction. As a result some historians have neglected the environment in the study of History, which in turn served to further set boundaries for integration in SS. South Africa also subscribed to such a division as policy makers stipulated categorically in the Curriculum Assessment Policy Statement (CAPS) of Grade 4 to 9 that, SS is integrative in nature but has to be taught and administered as distinct Geography and History components. Integration occurs administratively when exam marks have to be combined as one to comprise SS – which is mischievous as it does not depict the reflective praxis of the subject pedagogically. The teaching and learning in terms of the content is divided into Geography and History but the summative is the only indicator of an integrated subject. From literature surveyed no investigation on the set topic has been undertaken in SA. The article thus proposes that non-integration of SS pedagogically speaking is ‘mischievous’ in the teaching and learning of SS in schools because the name negates what occurs practically in the teaching of the subject. The article through qualitative research drawing from interviews of trainee teachers enrolled in the Post Graduate Certificate Education doing SS at the University of KwaZuluNatal enlightens the ‘mischiefs’ embedded in the SS curriculum. Drawing from some of the trainee teachers’ views the conclusions and recommendations of the article are that, SS has to be integrated because as is it is pedagogically misleading and compromises the quality of teaching in the learning area. This implies that, SS is an integrated subject and has to be taught as such because Geography cannot be taught without History or vice versa, because the one without the other equates with an incomplete learning area.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121805388","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":"Historical knowledge-genre as it relates to the reunification of Cameroon in selected Anglophone Cameroonian History textbooks","authors":"R. N. Fru, J. Wassermann","doi":"10.17159/2223-0386/2017/N18A3","DOIUrl":"https://doi.org/10.17159/2223-0386/2017/N18A3","url":null,"abstract":"Since the 1961 reunification of French and British Southern Cameroons, discourses of marginalisation, assimilation, “francophonisation”, “frenchification” and internal colonisation have emerged in public and academic circles to describe the plight of the minority Anglophone population of Cameroon in the reunified country. An important element of this plight has been the systematic abrogation of the federal constitution that was adopted as basis for the reunification. The calls therefore from the Anglophone populations have mostly revolved around two options: Either a return to federal form of government which was the basis for reunification or the establishment of an autonomous state for Southern Cameroons. Against this backdrop of Anglophone plight linked to reunification, this study sought to analyse Anglophone Cameroonian History textbooks with regards to their application of historical genres and knowledge as it relates to the reunification of Cameroon. The study adopted a qualitative approach using an interpretivist paradigmatic lens. The methodology employed was qualitative content analysis of three purposively selected Anglophone Cameroon History textbooks. The findings revealed that the textbooks employ explanatory, narrative and descriptive historical genres. These genres were all characterised by factorial and consequential explanations of actions of elite historical characters, selected historical events, and places. Furthermore, it was realised that the textbooks made use of a highly overt substantive form of historical knowledge in the explanation of reunification – a form of historical knowledge indicative of rote learning. Lastly, there was an evident discourse of an Anglophone identity or nationalism in the textbooks by function of the historical genre and knowledge types exposed.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124469519","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":"Contemporary relevance – a category of historical science and of the didactics of history and its consequences in teacher training","authors":"Elisabeth Erdmann","doi":"10.17159/2223-0386/2017/n17a7","DOIUrl":"https://doi.org/10.17159/2223-0386/2017/n17a7","url":null,"abstract":"Contemporary relevance as a category of the didactics of history teaching includes not only historical facts which might be deemed the causes of present-day problems and circumstances but also those which, on the grounds of the values or ideas inherent in them, are identical, equivalent, or contrary to present-day problems or notions. A context of meaning is created between present and past which gives rise to orientation knowledge, making it possible to reflect on solutions to present-day problems, to think of alternatives to habitual contemporary patterns of thinking and living, and to develop future perspectives. Selected examples of the various aspects of contemporary relevance are discussed, such as the conflict between Israelis and Arabs in the Middle East, and the role of religion at various times in history. The consequences arising from this category for both the didactic and subjectspecific training of History teachers will be discussed, as well as the nature of the relationship between subject-specific and didactic training.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114347522","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’ encounter with archaeological fieldwork: A public participation archaeology account of the East Fort Archaeological Project","authors":"A. V. Vollenhoven, K. Scott, Mariette Harcombe","doi":"10.17159/2223-0386/2017/N17A6","DOIUrl":"https://doi.org/10.17159/2223-0386/2017/N17A6","url":null,"abstract":"Public Archaeology as a concept is generally defined as civic involvement during the various public phases of Cultural Resources Management. The practice of archaeology in South Africa seldom extends towards public participation in archaeological activities or the production of knowledge. Public Archaeology constitute the active participation of the public in the archaeological excavation and the documentation of an archaeological site. The aim of the East Fort Archaeological Project is to provide an opportunity to members of the public interested in archaeology, as well as to assist high school learners and prospective tertiary students considering archaeology as a career, to participate in an active archaeological project regardless of their skills level. Initially the project was only aimed at high school learners, since heritage is included in the History curriculum for high school learners. Later members of the general public and primary school learners were included due to the interest shown in the project. This article provides an overview of the project from 2013 to the present. It looks at the different aspects thereof, consisting of an orientation course, educational excursion and practical archaeological field work. The project can be considered a success as it proves that the public can participate in and assist with the production of archaeological knowledge. It is foreseen that History teachers could be involved in similar projects that can be used to make history come alive for learners. It is also a first step in creating a heritage-literate society.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126343066","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":"Underperformance in Social Studies in Grades 5–7 in Namibian primary schools: A case study","authors":"A. Carl, T. A. N. Negumbo","doi":"10.17159/2223-0386/2017/N17A5","DOIUrl":"https://doi.org/10.17159/2223-0386/2017/N17A5","url":null,"abstract":"CITATION: Carl, A. E. & Negumbo, T. A. N. 2017. Underperformance in social studies in grades 5–7 in Namibian primary schools : a case study. Yesterday and Today, 17:92-120, doi:10.17159/2223-0386/2017/n17a5.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131202299","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}