Yesterday and Today最新文献

{"title":"Inclusive Histories for inclusive futures: Interactions and entanglements then and now","authors":"J. McDonald","doi":"10.17159/2223-0386/2016/N15A4","DOIUrl":"https://doi.org/10.17159/2223-0386/2016/N15A4","url":null,"abstract":"This article makes a case for the production and dissemination of inclusive histories in public dialogue and public spaces of history consumption, including classrooms, lecture halls, monuments and textbooks. Inclusive histories are plural and multi-perspectival, meaning that interactions, overlapping phenomena and entanglements between various collectives at both the state and sub-state levels are emphasised. The discussion contends for a national historical narrative that encourages social accord rather than social fracturing without projecting a mythical reconciliatory motif onto the past. It also cautions against the pursuit of sanitised versions of the past and reflects on how discourses of victimhood and indigeneity put at risk the prospects for inclusive futures in pluralistic societies. The article argues that publically consumed commemorations and interpretations of the South African past should reflect the multiplicity of histories and peoples that inhabit the national space. It also suggests that re-telling South Africa’s collective past in innovative rather than destructive ways, and in a manner that embraces the inclusive ethos of its constitutional democracy, will assist in producing a more inclusive historical narrative. The arguments in this article are intended to challenge and motivate those engaged in narrating history – amateur historians, history teachers, history learners, heritage practitioners, and textbook publishers – to represent the past in ways that promote plurality and multi-perspectivity in the present and for the future.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"62 2 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":"130576434","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 development of Afrocentricity: A historical survey","authors":"Midas Chawane","doi":"10.17159/2223-0386/2016/N16A5","DOIUrl":"https://doi.org/10.17159/2223-0386/2016/N16A5","url":null,"abstract":"The origin of the Afrocentric philosophy cannot be established with certainty. The most influential book advocating it was published in 1954. Marcus Garvey was one of the most influential propagators of the ideology. Afrocentricity as an idea and a philosophy gained momentum during the Civil Rights Movement in the United States of America. It was in the Temple University School of Scholars, frequently referred to as the Temple Circle, where the philosophy was institutionalised. The abstract noun “Afrocentricity” dates to the 1970s and was popularised by Asante during the 1980s, when he developed epistemological and methodological foundations for an Afrocentric curriculum based on an African perspective but aiming at global understanding.1 The approach proposes that blacks (at home and abroad) must look at knowledge from an African perspective. It suggests looking at matters at hand from an African viewpoint; that we misunderstand Africa when we use viewpoints and terms other than that of the African to study Africa. When Africans view themselves as centred and central in their own history, they see themselves as agents, actors, and participants rather than as marginal and on the periphery of political or economic experience. Although not the antithesis of Eurocentrism, Afrocentrism has become the most explosive and controversial subject, with both black and white scholars squaring off on its viability and non-viability. Mary Lefkowitz, Stanley Crouch, and Anthony Appiah are some of the main opponents of the Afrocentric idea. The Western dogma which contends that Greeks gave the world rationalism effectively marginalises those who are not European and becomes the leading cause of the disbelief about African achievements. This paper traces the origin of Afrocentricity and describes the nature and propositions put forward by Afrocentrists that challenge the traditional Eurocentric perspective. This paper provides answers to the questions of why, when, where, and who were the main people behind its emergence. The paper also aims at outlining the main arguments why the approach should become part of academic debates. Afrocentricity, however, like other approaches, is not without pitfalls; for this reason the paper examines criticism levelled against it and responses thereto. 1 CC Verharen, “Molefi Asante and an Afrocentric curriculum”, The Western Journal of Black Studies, 24(4), 2000, pp. 223-238. Development of Afrocentricity... historical survey","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130492225","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":"Political economy of history textbook publishing during apartheid (1948-1994): towards further historical enquiry into commercial imperatives","authors":"Ryōta Nishino","doi":"10.17159/2223-0386/2015/NL4A1","DOIUrl":"https://doi.org/10.17159/2223-0386/2015/NL4A1","url":null,"abstract":"The provision of textbooks in apartheid South Africa (1948-1994), a source of controversy and media interest in recent years, is placed in historical perspective, with particular reference to History textbook production. Michael W Apple (1993) proposes an analytical framework of political economy to enable better understanding of the tensions behind textbook production and distribution. \u0000During apartheid bureaucratic structures and commercial imperatives gave rise to a conformist ethos that stifled innovation. The textbook approval and adoption processes led publishers into adopting strategies to ensure approval for and approval of their textbooks. To avoid friction with education departments, editors urged selfrestraint on their writers and instructed them in how to write officially approvable manuscripts. While some authors were disappointed, most wrote to satisfy their publishers, often resorting to copying the content and style of previously-approved textbooks. Focusing on History textbooks as a field of publishing history, this study synthesises existing primary and secondary sources, further supplemented by interviews with former History textbook writers and editors.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129334563","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":"South African History textbook research – a review of the scholarly literature","authors":"C. Bertram, J. Wassermann","doi":"10.17159/2223-0386/2015/NL4A7","DOIUrl":"https://doi.org/10.17159/2223-0386/2015/NL4A7","url":null,"abstract":"School history textbooks are seen to embody ideological messages about whose history is important, as they aim both to develop an ‘ideal’ citizen and teach the subject of history. Since the 1940s, when the first study was done, there have been studies of South African history textbooks that have analysed different aspects of textbooks. These studies often happen at a time of political change (for example, after South Africa became a republic in 1961 or post-apartheid) which often coincides with a time of curriculum change. This article provides an overview of all the studies of South African history textbooks since the 1940s. We compiled a data base of all studies conducted on history textbooks, including post graduate dissertations, published journal articles, books and book chapters. This article firstly provides a broad overview of all the peer-reviewed studies, noting in particular how the number of studies has increased since 2000. The second section then engages in a more detailed analysis of the studies that did content analysis of textbooks. We compare how each study has engaged with the following issues: the object of study, the methodological approach, the sample of textbooks and the theoretical or philosophical orientation. The aim is to provide a broad picture of the state of textbook analysis studies over the past 75 years, and to build up a database of these studies so as to provide an overview of the nature of history textbook research in South Africa.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124942052","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":"Using genre to describe the progression of historical thinking in school history textbooks","authors":"P. Bharath, C. Bertram","doi":"10.17159/2223-0386/2015/NL4A4","DOIUrl":"https://doi.org/10.17159/2223-0386/2015/NL4A4","url":null,"abstract":"The focus of this paper is to describe how progression in historical thinking manifests across seven South African textbooks, one each from Grade 3 to Grade 9. This paper argues that one way in which progression in historical thinking is signalled in textbooks is by the genre type of the texts with which learners are required to engage. Our starting premise is that the development of historical thinking requires both substantive and procedural knowledge, or both first order and second order historical concepts. This paper presents only the genre analysis of a broader study which is informed by a combination of concepts from the fields of history education, sociology of knowledge and the genre approach of Systematic Functional Linguistics. The findings indicate that in terms of the texts that learners must read, there is a clear movement from the recording genre to the explaining genre and then to the interpretation genre across the seven books. The complexity of the substantive knowledge also increases as it moves from local contextualised knowledge to knowledge that is removed from the learner’s context in both geography and time (decontextualized knowledge). In terms of writing demands, it is only in Grade 6 that learners commence writing explanations and thus engaging with the concept of cause and effect. It is only in Grade 9 that learners are expected to engage with writing multi-perspectives or to interpret and argue for a particular perspective as they are introduced to a range of different sources. This paper argues that using genre as a methodological tool can illuminate some aspects of progression of both first order and second order concepts in history.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"224 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127187822","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 World War I: An exploratory study of representations of the Great War in contemporary African textbooks","authors":"D. Bentrovato","doi":"10.17159/2223-0386/2015/NL4A8","DOIUrl":"https://doi.org/10.17159/2223-0386/2015/NL4A8","url":null,"abstract":"World War I (WW1) is widely recognised as an event of critical significance and far-reaching consequences, a violent episode of unprecedented magnitude which affected millions of lives and which brought lasting change to the world in which we live. One hundred years after the outbreak of this global war, successive younger generations across the globe have been taught about this watershed event in world history. This paper seeks to fill a notable gap in extant research on WW1 by exploring the ways in which the history of this war is taught to Africa’s younger generations through the findings of an exploratory study on representations of the Great War in recent African school textbooks. The study draws on an analysis of over 30 history and social studies textbooks from 15 different countries to investigate the core questions around which lessons on WW1 are designed across the continent, and the specific knowledge conveyed and emphasised in the answers provided to these questions. The article demonstrates efforts, found across African textbooks, to reclaim and re-centre local historical agency, experiences, and views related to WW1, while also pointing to the possibility to better valorise this part of national, African and world heritage to learn meaningful lessons for the present and the future.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129083010","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":"An analysis of the visual portrayal of women in junior secondary Malawian school history textbooks","authors":"Annie F. Chiponda, J. Wassermann","doi":"10.17159/2223-0386/2015/NL4A9","DOIUrl":"https://doi.org/10.17159/2223-0386/2015/NL4A9","url":null,"abstract":"Visual images are important in textbooks because they are a vital part of the symbiotic relationship with the written text. Most importantly, visual images are essential in history textbooks because they render human experiences less abstract. This article analyses the visual images of women contained in three junior secondary school history textbooks used in Malawi. The purpose being to explore how women are portrayed visually and why they are portrayed the way they are. The article is based on empirical research and employed feminist theory which is premised on the oppression and subordination of women in society. The visual images were analysed quantitatively through visual content analysis and qualitatively using visual semiotic analysis. We argue in this article that women are generally oppressed, under-represented and subordinated in their portrayal in the visual images in the textbooks analysed. As textbooks are authoritative in nature this kind of portrayal can send a certain message about women as historical characters to textbook users. We furthermore argue that our research findings in an African context speak to similar findings in other parts of the world and can for the most part be attributed to similar reasons the powerful influences of patriarchy on both history and history textbooks.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122659287","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":"Recognising the academic and political purposes embedded in history textbook assessment tasks","authors":"B. Mackenzie, Carol Steinberg","doi":"10.17159/2223-0386/2015/NL4A6","DOIUrl":"https://doi.org/10.17159/2223-0386/2015/NL4A6","url":null,"abstract":"This paper explores the nature of history as a school-based discipline and how history is recontextualised in the South African History Curriculum and Assessment Policy Statement (CAPS) and Grade 10 history textbooks, with a particular focus on what the assessment activities and questions require of learners. The conceptual tools used in this document analysis were inspired by Morgan and Henning (2013) and came from Wertsch (2002), Anderson (2005) and Krathwohl (2002). The findings indicate that within the ‘doing school history’ construct, there is both an academic and a political dimension. These two projects may appear to be at odds with one another, but we argue that the study of history is strengthened when both are given their due respect.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130157678","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":"Reflections on applying critical discourse analysis methodologies in analysing South African history textbooks","authors":"M. Maposa","doi":"10.17159/2223-0386/2015/NL4A3","DOIUrl":"https://doi.org/10.17159/2223-0386/2015/NL4A3","url":null,"abstract":"This article is a reflection on the choice to apply Critical Discourse Analysis (CDA) in a large scale study in which South African history textbooks were analysed for their construction of African consciousness. The article begins with an evaluation of history textbooks analysis as a field of study. It then explains my rationale for adopting CDA in a field where most studies are qualitative content analyses. This is followed by the explanation of my practical adaptation and application of Norman Fairclough’s version of CDA mixed with functional linguistics and visual semiotics. Only a few examples of the findings in the larger scale study are given to elaborate on this application. The article ends with a reflective evaluation of my application of CDA. I conclude that, though fraught with challenges, the application of CDA offers a worthwhile alternative methodology in the analysis of history textbooks.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121371308","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 role of History textbooks in promoting historical thinking in South African classrooms","authors":"Daniel Ramoroka, A. Engelbrecht","doi":"10.17159/2223-0386/2015/N14A5","DOIUrl":"https://doi.org/10.17159/2223-0386/2015/N14A5","url":null,"abstract":"This article focuses on the analysis of three textbooks that are based on the Curriculum and Assessment Policy Statement (CAPS), a revised curriculum from the National Curriculum Statement which was implemented in 2008. The article uses one element of a historical thinking framework, the analysis of primary sources, to evaluate the textbooks. In the analysis of primary sources the three heuristics distilled by Wineburg (2001) such as sourcing, corroborating and contextualizing are used to evaluate the utilisation of the primary sources in the three textbooks. According to the findings of this article, the writing of the three textbooks is still framed in an outdated mode of textbooks’ writing in a dominant narrative style, influenced by Ranke’s scientific paradigm or realism. The three textbooks have many primary sources that are poorly contextualized and which inhibit the implementation of sourcing, corroborating and contextualizing heuristics. Although, some primary sources are contextualized, source-based questions are not reflecting most of the elements of sourcing, corroborating and contextualizing heuristics. Instead, they are mostly focused on the information on the source which is influenced by the authors’ conventional epistemological beliefs about school history as a compendium of facts. This poor contextualization of sources impacted negatively on the analysis of primary sources by learners as part and parcel of “doing history” in the classroom.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"181 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114003976","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}