Yesterday and Today最新文献_第3页

The effect of multimedia use on the teaching and learning of social sciences at tertiary level: A case study 多媒体使用对高等教育社会科学教学的影响:个案研究

Yesterday and Today Pub Date : 2017-07-01 DOI: 10.17159/2223-0386/2017/N17A1

Luiza Olim de Sousa, B. Richter, C. Nel

引用次数: 53

Utilising the Stone Age for sport historical teaching 利用石器时代进行体育历史教学

Yesterday and Today Pub Date : 2017-07-01 DOI: 10.17159/2223-0386/2016/N16A4

F. Cleophas

引用次数: 0

Student protest and the culture of violence at African universities: An inherited ideological trait 非洲大学的学生抗议和暴力文化:一种继承的意识形态特征

Yesterday and Today Pub Date : 2017-07-01 DOI: 10.17159/2223-0386/2017/N17A3

K. Fomunyam

{"title":"Student protest and the culture of violence at African universities: An inherited ideological trait","authors":"K. Fomunyam","doi":"10.17159/2223-0386/2017/N17A3","DOIUrl":"https://doi.org/10.17159/2223-0386/2017/N17A3","url":null,"abstract":"Since the advent of independence in African countries, education generally focused on transforming these nations and redressing the ills of colonialism. Education in countries like Ghana, and Kenya, amongst others aimed at redressing the colonial legacy by creating a new world order marked by equality, mutual benefits and participation. However, this drive for equality, mutual benefits and participation has been beset by several challenges, ranging from access to funding. The recent and most devastating challenge has been the wave of violent student protests that have swept across African universities over the past decade. These protests led to the destruction of university structures and public property, as well as disruption of educational processes. While the reasons for these protests have been different in different countries, they all have become violent. This article argues that the culture of violence exhibited by students and their advocates is an inherited ideological trait that is gradually manifesting itself among students. In support of this argument, student protest is examined in the five regions of Africa; North, South, East, Central and West, spanning more than 20 different nations. The article concludes that because the culture of violence is an inherited one, the process will continue unless urgent steps are taken to ensure transformation and decolonisation. It also argues that universities need to create environments where students are comfortable to learn, thereby eradicating the need for protest.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"14 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":"115089599","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: 14

The depiction of women in the verbal text of a junior secondary Malawian history textbook – an analysis 马拉维初中历史教科书口头文本中对女性的描述分析

Yesterday and Today Pub Date : 2016-12-01 DOI: 10.17159/2223-0386/2016/N16A3

Annie F. Chiponda, J. Wassermann

{"title":"The depiction of women in the verbal text of a junior secondary Malawian history textbook – an analysis","authors":"Annie F. Chiponda, J. Wassermann","doi":"10.17159/2223-0386/2016/N16A3","DOIUrl":"https://doi.org/10.17159/2223-0386/2016/N16A3","url":null,"abstract":"This article analyses the depiction of women in the verbal text of a history textbook used at junior secondary school level in Malawi. The focus falls on how women are depicted in the textbook and why they are depicted the way they are. The article is based on empirical research and utilised a feminist theoretical perspective. The verbal text was analysed quantitatively using open coding. Based on the analysis we argue that women, as historical characters, are generally subordinated and oppressed in a number of ways. This includes under-representation, marginalisation and omission. Since what is written in textbooks is regarded as authoritative depictions like these can send a negative message to learners and teachers as users of the textbooks about women as historical characters. We also argue that our findings from the Malawi context resonate with similar research done globally which for the most part can be attributed to the patriarchal societies women find themselves in. To change this situation we recommended that the junior secondary history syllabus and textbooks be updated and aligned to the Malawian constitution and gender equality policies.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114925760","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: 3

A History teacher educator’s reflections after classroom observations: The need for multi-perspectives, oral history and historiography in a history methodology course 历史教师教育工作者课堂观摩后的思考:历史方法论课程中多元视角、口述史与史学的必要性

Yesterday and Today Pub Date : 2016-12-01 DOI: 10.17159/2223-0386/2016/N16A1

R. Nussey

{"title":"A History teacher educator’s reflections after classroom observations: The need for multi-perspectives, oral history and historiography in a history methodology course","authors":"R. Nussey","doi":"10.17159/2223-0386/2016/N16A1","DOIUrl":"https://doi.org/10.17159/2223-0386/2016/N16A1","url":null,"abstract":"Given current debates about South Africa’s contested past, how could teacher educators address this issue with preservice teachers so that their historical understanding develops and they present a multi-perspective view of history in practice? The underlying problem this question raises is how to shift teachers’ approaches to history teaching from one that splits “fact” and interpretation in a one-dimensional account, to a multi-perspective view which acknowledges the interrelationship of interpretations and “facts”. This article’s purpose is to reflect on what I learnt for my own practice as a teacher educator after I observed eight practising teachers, who were former preservice teachers, teach an oral history task. The results of this research led me to propose changes to a history methodology course. I suggest firstly that preservice teachers scrutinise claims to “the truth” in oral history accounts through the “sins” of memory, which they use to re-examine “the truth” claims in their personal oral history tasks. Secondly, by exploring major developments in South African historiography, this provides a framework that shows how multi-perspectives arise and how the “politics of interpretation” informs the different “schools” of historiography. This process helps the preservice teachers examine the interrelationship between some of the “big” ideas found in historiography with the “small” ideas in their oral history tasks. It also aims to plant the seeds of doubt about history being a fixed body of knowledge, so that the preservice teachers might present a multi-perspective view of history once they become practising teachers. Adapting this process to their own context could provide a way for teacher educators in other countries to address similar issues with preservice history teachers.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134235939","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

The South African high school history curriculum and the politics of gendering decolonisation and decolonising gender 南非高中历史课程与性别政治非殖民化与非殖民化性别

Yesterday and Today Pub Date : 2016-12-01 DOI: 10.17159/2223-0386/2016/N16A2

L. Wills

{"title":"The South African high school history curriculum and the politics of gendering decolonisation and decolonising gender","authors":"L. Wills","doi":"10.17159/2223-0386/2016/N16A2","DOIUrl":"https://doi.org/10.17159/2223-0386/2016/N16A2","url":null,"abstract":"In this article, I argue that the category of gender should be an essential consideration for a decolonised curriculum, and that gender theory should be included in its analytical toolbox for two reasons: firstly, because transformation of the curriculum has to foreground women’s liberation by validating their experiences of, and contributions to, the past, and secondly, because gender has functioned as a key axis of power between men and women in the past. This study undertakes a critical analysis of the knowledge about women and gender forwarded by the current CAPS curriculum statement. Part of my objective is to reflect on what kinds of historical knowledge about women are considered “legitimate” by the curriculum, and to evaluate the ways in which this knowledge sustains or challenges an otherwise androcentric or masculinist history. In the main, however, I aim to show the ways in which the existing framework governing the South African history curriculum is unable to accommodate the kinds of knowledge and conceptual thinking required to give depth and meaning to women’s experiences, and to examine how race and gender interact to produce and reproduce hierarchies and highly complex social relations. Feminist historians of empire and post-colonialism have long argued that race and class are gendered categories, and that gendered meanings therefore fundamentally shaped the imperial and colonial project. Gendering history in the South African curriculum would therefore entail revisiting many topics currently included in the curriculum and explicitly foregrounding the ways in which gender has functioned as a significant axis of power. This will not be a comfortable experience, especially given its implication in colonial violence, apartheid and the liberation struggle. Nonetheless, a number of FET topics deeply transformed by inclusion of this scholarship would open up new paradigms for negotiating the relationship between the past and the present.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129802800","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: 4

"Making History compulsory": Politically inspired or pedagogically justifiable? “必修历史”:政治上的启发还是教学上的合理?

Yesterday and Today Pub Date : 2016-07-01 DOI: 10.17159/2223-0386/2016/N15A5

M. N. Davids

{"title":"\"Making History compulsory\": Politically inspired or pedagogically justifiable?","authors":"M. N. Davids","doi":"10.17159/2223-0386/2016/N15A5","DOIUrl":"https://doi.org/10.17159/2223-0386/2016/N15A5","url":null,"abstract":"While recognising the contested nature of History as a school subject, this article explores the political context and practical implications of making History compulsory until Grade 12. After twenty one years of democracy, South African society lacks social cohesion, a sense of nationhood and is experiencing occurrences of xenophobia. To address these concerns, the Department of Basic Education (DBE) established the History Ministerial Task Team (HMTT) to oversee the implementation of compulsory History in the Further Education and Training (FET) phase. The terms of reference of the task team include: the strengthening of History content; a review of the content in the General Education and Training (GET) band; its implication for teacher education, professional development and textbooks. The campaign to make History compulsory was promoted by the South African Democratic Teachers Union (SADTU) and intensified after the outbreak of xenophobic attacks in 2008. To maintain the academic and professional status of History teaching, this article attempts to answer the question: what is the purpose of History as a school subject? To respond to this question, Barton and Levstik’s model: “the purposes of History teaching”, is employed as a framework to evaluate the proposal. By conducting a review of the post-apartheid History curriculum with special reference to complex phenomena such as nation-building and xenophobia, this article argues for attention to be given to the improvement of teachers’ pedagogical practice and historical knowledge rather than policy reform which may be destabilising a large segment of the school system. The anticipated HMTT report is alerted against gratuitous political interference and to some practical implications of its work for educational practice.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126189536","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: 4

Creating a British World: British colonial teachers and the Anglicising of Afrikaner children 创造一个英国世界:英国殖民时期的教师和阿非利卡儿童的英国化

Yesterday and Today Pub Date : 2016-07-01 DOI: 10.17159/2223-0386/2016/N15A1

L. Roux, S. Cheryl

{"title":"Creating a British World: British colonial teachers and the Anglicising of Afrikaner children","authors":"L. Roux, S. Cheryl","doi":"10.17159/2223-0386/2016/N15A1","DOIUrl":"https://doi.org/10.17159/2223-0386/2016/N15A1","url":null,"abstract":"The contribution of the British Colonies in supporting Britain in its quest to promote English and British culture amongst Afrikaner children during and in the aftermath of the Anglo Boer War is examined in this article. A cursory background to the circumstances that shortly preceded the Anglo Boer War is provided to present the context of the study. Next, the role of the press in shaping opinions on and attitudes towards the key role players in the war is offered. This aspect is included since it points to how the opinions of British colony teachers who were recruited to teach Afrikaner children in South Africa had been shaped. This section is followed by an overview of concentration camp schools and an outline of the prevailing conditions of schooling at that time. Hereafter the experiences of teachers who had been recruited from each of three British Colonies New Zealand, Canada and Australia – are presented. These experiences give the reader insight into how teaching occurred, what it comprised and how it was received by Afrikaner children who survived the concentration camps. This article aims to add to the body of knowledge on schooling during the time of the Anglo Boer War and the role that the British played in the provisioning of education. The article also outlines the attempts of the British to Anglicise Afrikaner youth. The research evidences that the explicit role of these teachers was to inculcate the English language and customs in Afrikaner children during and after the Anglo Boer War.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117039731","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

Using life stories to teach about resistance to apartheid 用生活故事来教导人们抵制种族隔离

Yesterday and Today Pub Date : 2016-07-01 DOI: 10.17159/2223-0386/2016/N15A2

H. Ludlow

{"title":"Using life stories to teach about resistance to apartheid","authors":"H. Ludlow","doi":"10.17159/2223-0386/2016/N15A2","DOIUrl":"https://doi.org/10.17159/2223-0386/2016/N15A2","url":null,"abstract":"This study investigates the responses of undergraduate history students, who are also student teachers, to the use of the autobiography or biography of an apartheid resister in their third year academic history course. The motivation for using auto/ biography in the history course has been to get away from a lifeless narrative of apartheid legislation and, for students, somewhat anonymous political movements. It has also become apparent that for some students, their school exposure to apartheid history was dulled by narrow focus and repetition. The study examines the reasons for student choices of their human subject, and how their understanding of apartheid resistance and their feelings about it are affected by engaging with life stories. It also investigates the extent to which the historical thinking and historical sense of these students both shapes and is influenced by their engagement with auto/ biography as a form of history. It notes significant levels of interest and empathy generated by the study of apartheid resistance through the life stories, as well as notable levels of commitment and enthusiasm in doing the related tasks. There is some evidence of an ability to critique auto/biography as history as representation; but largely there is an acceptance of the life story of the ‘hero of the struggle’ they studied as truthful.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122730873","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

Thoughts about the historiography of veracity or "truthfulness" in understanding and teaching History in South Africa 关于南非历史理解和教学中“真实性”或“真实性”的史学思考

Yesterday and Today Pub Date : 2016-07-01 DOI: 10.17159/2223-0386/2016/N15A3

Van Eeden, S. Elize

{"title":"Thoughts about the historiography of veracity or \"truthfulness\" in understanding and teaching History in South Africa","authors":"Van Eeden, S. Elize","doi":"10.17159/2223-0386/2016/N15A3","DOIUrl":"https://doi.org/10.17159/2223-0386/2016/N15A3","url":null,"abstract":"Debating the understanding and use of historical content as fact and/or fiction in publications has come a long way in the science of History (historiography). Arthur Marwick for example, in “The new nature of history, knowledge, evidence, language” provides, amongst others, insight into aspects of fact and fiction in writing (and certainly so in teaching) as part of the “eight battles” historians usually face.2 To what lengths historians and educators of History in South Africa have contributed to voices and views in research on features of fact and fiction (concepts also associated with “truth” or truthfulness “cum veracity”) regarding the country’s past will be the key focus of the paper. Eight South African journals have been scrutinised for thoughts and notions of academia (as authors of articles) regarding their way of going about with particular histories and their associations with veracity, or their criticism against past histories because of an absence or lack of veracity. The general stand of the author is that educators of History must also be sensitised to the realities of onesided factual exchange or a sense of fiction-creating in past knowledge, used as sources in Further and Higher Education and Training environments. The quest is that educators must also sensitise their students of History and Education History to be sufficiently informed and efficiently prepared when reading and using sources related to History in the classroom. Critical reading seems to be a way to become prepared to address the level of veracity of published historical research. Hands-on guidance towards critical reading will be briefly shared in the last part of the discussion. 1 T Haydn, “The importance of the concept of veracity/truthfulness in history education”, Paper presented and reworked: CISH XXIInd Congress, Session, 28 August 2015. 2 A Marwick, The new nature of History. Knowledge, evidence, language (UK Hampshire, Palgrave, 2001), pp. 334.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114338195","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