Yesterday and Today最新文献_第5页

Integrating Afrikaner women’s history in senior secondary school CAPS through an evaluation of women’s “sense of independence” 通过对女性“独立意识”的评价，将阿非利卡族女性历史融入高中CAPS

Yesterday and Today Pub Date : 1900-01-01 DOI: 10.17159/2223-0386/2017/N18A1

C. Blignaut

{"title":"Integrating Afrikaner women’s history in senior secondary school CAPS through an evaluation of women’s “sense of independence”","authors":"C. Blignaut","doi":"10.17159/2223-0386/2017/N18A1","DOIUrl":"https://doi.org/10.17159/2223-0386/2017/N18A1","url":null,"abstract":"In 2011 the Curriculum and Assessment Policy Statement (CAPS) for History at senior secondary school level was released. The content selection was directly influenced by the notion that History supports citizenship within a democracy. This opened the avenue for women’s history to be introduced on senior secondary level. The aim of this article is twofold, namely to motivate the need to integrate women’s history in implementing the senior secondary History CAPS by evaluating the content where women features and to provide an historical overview of Afrikaner women’s role in South African history as an example of integrating Afrikaner women’s history in the teaching of the CAPS content. The theories and methodologies of gender history are of the utmost importance to realise the civic aims of the CAPS, but the discussion of gender is beyond the scope of this article. This article identifies the lack of focus on women in the History CAPS despite the claim that history supports citizenship within a democracy by also representing gender-issues. Challenges to integrating women’s history are then outlined. As an example of how women’s history can relate to the major CAPS topics, an integrative and compensatory history of Afrikaner women is provided through evaluating women’s “sense of independence” by describing their role in key events that shaped South African history, resistance against colonialism, and the development of","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"1 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":"126103586","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

"Better a barefoot than none": Influences of Nationalist ideologies on girlhood in the history classroom “光着脚总比没有好”:民族主义思想对历史课堂上少女时代的影响

Yesterday and Today Pub Date : 1900-01-01 DOI: 10.17159/2223-0386/2021/n26a5

Y. Woest

{"title":"\"Better a barefoot than none\": Influences of Nationalist ideologies on girlhood in the history classroom","authors":"Y. Woest","doi":"10.17159/2223-0386/2021/n26a5","DOIUrl":"https://doi.org/10.17159/2223-0386/2021/n26a5","url":null,"abstract":"ABSTRACT This study adopted autoethnography as a research methodology to relive and reflect on my experiences as a White Afrikaner girl in a history class during the apartheid era in South Africa. This paper focuses on how the grand narratives of Afrikaner Nationalist ideologies and Whiteness in South Africa influenced girlhood or girl-becoming within the History classroom during apartheid in the late 1980s. This paper purposefully interrogates how ideologies of white supremacy, such as ordentlikheid (ethnicised respectability), found their way into the micro-context of a primary school history classroom through small acts of oppression. Epistemologically, I underpin this this paper by an interpretative paradigm to justify the meaning-making of personal experiences, which form the core of this paper. Methodologically, the study adopted a qualitative approach, and the research design comprised of an autoethnography. Data consisted of a personal narrative developed from a reflective piece of personal free writing into a crafted story by relying on memory work and checked by verisimilitude to remember specific details. I was the sole participant in that I generated the data through my narrative. An analysis of the findings showed 'place' as predominant convergence of identity marker, namely the place of 'outsider-girlhood' within the socio-educational context and intersectionality as Nationalist influence on white girlhood. I conclude the paper with my final reflections as a form of meaning-making. Keywords: Afrikaner; Autoethnography; White girlhood; History education; Role-play, Whiteness.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"9 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":"117007961","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 images? The liberation script in Mozambican history textbooks Decolonising图片吗?莫桑比克历史教科书中的解放脚本

Yesterday and Today Pub Date : 1900-01-01 DOI: 10.17159/2223-0386/2020/N24A1

R. Cabecinhas, Martins Mapera

{"title":"Decolonising images? The liberation script in Mozambican history textbooks","authors":"R. Cabecinhas, Martins Mapera","doi":"10.17159/2223-0386/2020/N24A1","DOIUrl":"https://doi.org/10.17159/2223-0386/2020/N24A1","url":null,"abstract":"In this article we examine the textbook narratives of the colonial past and the nation-building process in Mozambique, a Southern African country which gained its independence in 1975. One of the priorities after independence was to redesign the state apparatus and social system in order to decolonise people’s minds, foster patriotism and strengthen national cohesion. We have conducted a discourse analysis of the verbal and iconic content of two Mozambican history textbooks, which are exclusively dedicated to national history: one published during the singleparty or “socialist” phase; and the other published in the multi-party or “neoliberal” phase and currently in use. For this purpose, we developed an analytic framework to unveil how the textbooks’ written and visual repertoires, and the combination thereof, convey (or otherwise) a diverse and inclusive vision of the nation. Our findings reveal that although there have been changes in the types of language and images used, the general account of Mozambican history remains identical, emphasising the need for national unity under the leadership of the ruling political elite and recounting the History of Mozambique from the perspective of a single Liberation script, that completely overlooks the agency of women.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"25 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":"128464119","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

How should a national curriculum for History be quality assured? The case of the South African Curriculum and Assessment Policy Statement (CAPS) 国家历史课程如何保证质量?南非课程与评估政策声明(CAPS)案例

Yesterday and Today Pub Date : 1900-01-01 DOI: 10.17159/2223-0386/2021/n26a7

R. Siebörger

{"title":"How should a national curriculum for History be quality assured? The case of the South African Curriculum and Assessment Policy Statement (CAPS)","authors":"R. Siebörger","doi":"10.17159/2223-0386/2021/n26a7","DOIUrl":"https://doi.org/10.17159/2223-0386/2021/n26a7","url":null,"abstract":"ABSTRACT The South African Council for Quality Assurance in General and Further Education and Training, known as Umalusi, embarked on a project to quality assure the South African Curriculum and Assessment Policy Statement (CAPS) curriculum for schools (2011) in 2012. This article analysis the process in terms of the history curriculum and provides a commentary on universal principles for the quality assurance of national curricula in general. Six quality assurance measures are identified and discussed: comparison between the outgoing and the incoming curricula; entry- and exit-level requirements; internal comparison between Phases [Key Stages] of the curriculum; comparison of the history curriculum statement with statements for other curriculum subjects; current trends in history education; and comparison with history curricula in other countries. Conclusions are drawn for Umalusi and its practice, the CAPS curriculum itself, and the history curriculum. Keywords: Curriculum; Quality assurance; Accreditation; Umalusi; CAPS; NCS; Intermediate phase; Senior phase; FET; historical knowledge; historical skills.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"1 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":"130415945","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

Implementing Flipped Classroom in History: The reactions of eighth grade students in a Portuguese school 在历史中实施翻转课堂:一所葡萄牙学校八年级学生的反应

Yesterday and Today Pub Date : 1900-01-01 DOI: 10.17159/2223-0386/2018/n18a3

Helena Vieira, C. Ribeiro

{"title":"Implementing Flipped Classroom in History: The reactions of eighth grade students in a Portuguese school","authors":"Helena Vieira, C. Ribeiro","doi":"10.17159/2223-0386/2018/n18a3","DOIUrl":"https://doi.org/10.17159/2223-0386/2018/n18a3","url":null,"abstract":"Despite the difficulties of integrating every student, every teacher and every school in the digital revolution of the 21st century, there are new tendencies in education using digital technology that are trying to change the everyday life in schools. The Flipped Classroom is one of them. This is a blended learning model that reverses the traditional teaching learning model, putting the student in focus, using digital technology (or not) to learn the contents for homework, usually in small videos, and spend the class time in the application of resources, usually in motivating activities. Following this path, this paper is the result of a case study that we performed in the school year of 2015/2016, with about 80 students, with average ages of 13, in the classroom of History. To complete this experience, we planned an inverted History class, pursuing the main ideas of this methodology, using apps installed in the students’ personal mobile phones and asking students to develop some activities during the class and after the end of class time. The outcome of this case study aims to be a contribution to the idea that Flipped Classroom can be an innovative strategy that reinforces the dialogues between Historical Education and the use of ICT, as well as an original and well-succeeded methodology in History teaching.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"28 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":"124129378","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 Comparative Analysis of the Zambian Senior Secondary History Examination between the Old and Revised Curriculum using Blooms Taxonomy 用bloom分类法对赞比亚高中历史考试新旧课程的比较分析

Yesterday and Today Pub Date : 1900-01-01 DOI: 10.17159/2223-0386/2021/N25A2

Y. Kabombwe, N. Machila, P. Sikayomya

{"title":"A Comparative Analysis of the Zambian Senior Secondary History Examination between the Old and Revised Curriculum using Blooms Taxonomy","authors":"Y. Kabombwe, N. Machila, P. Sikayomya","doi":"10.17159/2223-0386/2021/N25A2","DOIUrl":"https://doi.org/10.17159/2223-0386/2021/N25A2","url":null,"abstract":"ABSTRACT IThe 2013 Education reform in Zambia is one of the significant changes that brought about a shift in assessment. To understand the changes that have taken place in the 2013 revised curriculum, and to determine the claims by the Ministry of General Education that the revised curriculum is based on higher order thinking, this study evaluated the Examination Council of Zambia's Grade 12 History examination past papers. Qualitative content analysis was used as a research method and document study. A descriptive content analysis style was used to describe the occurrence of the coding categories of analysis precisely. Content analysis was used to make replicable and valid inferences by interpreting and coding textual material in the Grade 12 examination questions. The sample for this research comprised of 10 History examination papers from the new curriculum and old curriculum which were purposively selected. The findings of the study suggested that the analysed exam papers lacked the higher-level cognitive skills contained in Bloom's taxonomy. It is recommended that examiners follow the guidelines for setting an Outcome-Based Assessment so that they can achieve the intended goals of learning for learners. Keywords: Bloom's Taxonomy; History; exam questions; Assessment; Outcome Based Assessment and Outcome Based Curriculum/ Education.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"23 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133052860","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

Synchronous interactive live lectures versus asynchronous individual online modules. a comparative analysis of students' perceptions and performances 同步互动现场讲座与异步个人在线模块。学生认知与表现的比较分析

Yesterday and Today Pub Date : 1900-01-01 DOI: 10.17159/2223-0386/2020/N24A4

Karl Van Nieuwenhuyse

{"title":"Synchronous interactive live lectures versus asynchronous individual online modules. a comparative analysis of students' perceptions and performances","authors":"Karl Van Nieuwenhuyse","doi":"10.17159/2223-0386/2020/N24A4","DOIUrl":"https://doi.org/10.17159/2223-0386/2020/N24A4","url":null,"abstract":"Interactive and collaborative learning in ‘live’ and online (synchronous and asynchronous) environments generates an influence on the perception, motivation and outcomes of learning among students. From that theory, the aim of this contribution is to analyse the effects of different teaching approaches unexpectedly provoked by the COVID-19 pandemic. The object of this study is a master’s course titled “History and Education” of which half the classes were taught via synchronous live lectures in an interactive and collaborative group condition and half via asynchronous digital modules to be individually completed without interaction or collaboration. The effects of those different conditions on students’ perception of the comprehensibility and ease of studying the course, on students’ interest, motivation and efforts, and on their learning performance was examined via a descriptive and exploratory case study using a questionnaire and the outcomes of a written examination. In the questionnaire, the course students had to score both conditions for several issues and explain their scores. The results show that the live lectures obtained better average scores than the digital modules, except for the perception of the ease of studying the course. Also, more students attributed higher scores to the live lectures on each issue, again except for the perception of the ease of studying the course. The learning performances did not generate differences between the two conditions. These results are discussed within the existing research and reflected upon in the light of the continuous pandemic forcing higher education to combine different shapes of teaching.","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":"114586499","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

Teaching historical pandemics, using Bernstein's pedagogical device as framework 以伯恩斯坦的教学方法为框架，教授历史上的流行病

Yesterday and Today Pub Date : 1900-01-01 DOI: 10.17159/2223-0386/2020/N24A8

M. N. Davids

{"title":"Teaching historical pandemics, using Bernstein's pedagogical device as framework","authors":"M. N. Davids","doi":"10.17159/2223-0386/2020/N24A8","DOIUrl":"https://doi.org/10.17159/2223-0386/2020/N24A8","url":null,"abstract":"On 11 March 2020, the World Health Organisation (WHO) declared COVID-19 a global pandemic. This announcement came as a shock to countries around the world. Diverse responses across the globe exposed an ill-prepared world that lacks the historical consciousness and capacity to manage and fight off a global pandemic. Mitigation of COVID-19 requires, inter alia, knowledge of best practices, in which case memory of the 1918 Spanish Flu pandemic comes to mind. This event claimed the lives of 50 million people,1 which is more than the number of people who died during the two 20th century world wars. Responding to the arguably poor historical knowledge of pandemics, this article presents an exploratory proposal to integrate historical knowledge of pandemics with History teaching at school. Considering Bernstein’s pedagogical device as a conceptual framework, the article responds to the question: how can historical knowledge of pandemics be integrated with History teaching? A small qualitative sample of online responses from History teachers (N=15) was used to gather a sense of how practicing History teachers relate to historical pandemics in the context of COVID-19. Their responses assisted in opening a discussion around knowledge production, recontexualisation and reproduction during the design process. Based on the expectation that knowledge of pandemics will be taught in the history classroom, recommendations for teacher education are suggested.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"79 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":"133085807","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

Attempts to (re)capture the school history curriculum? Reflections on the history ministerial task team's report 试图(重新)捕捉学校历史课程?对历史长官工作组报告书的思考

Yesterday and Today Pub Date : 1900-01-01 DOI: 10.17159/2223-0386/2023/n29a5

P. Maluleka, L. Ledwaba

{"title":"Attempts to (re)capture the school history curriculum? Reflections on the history ministerial task team's report","authors":"P. Maluleka, L. Ledwaba","doi":"10.17159/2223-0386/2023/n29a5","DOIUrl":"https://doi.org/10.17159/2223-0386/2023/n29a5","url":null,"abstract":"The History Ministerial Task Team Report (HMTT) on the proposed compulsory school history in South Africa was made public in February 2018. Ever since, it has generated many debates and concerns among in- and pre-service history educators, History (of) Education scholars as well as the general public. Many of these concerns are premised on the fear that there is an attempt, at least by the state, through the work of the HMTT to (re)capture school history. This (re)capture, some argue, would deliver a school history that is both nationalist and patriotic in its approach, and glorifies only the African National Congress's (ANC) role in history, much in the same way as the apartheid curriculum glorified the role of the National Party (NP), Afrikaner nationalism and white supremacy thinking. However, we are convinced that there might as well be a different reading of the HMTT and its Report; thus, a different form of (re)capture. In this paper, we will explore, theorise and reflect on the HMTT's work and Report, as well as recent scholarly debates regarding the HMTT itself and its Report. This we do by employing the notion of (re)capture as our theoretical framework which is derived from the current 'state capture' discourse in South Africa. We then use this theoretical lens to review literature on the contested epistemic nature of school history, as well as to read and make sense of the HMTT and its Report. We conclude that those who argue that there are indeed attempts to (re)capture the school history for narrow nationalistic aspirations which are nativist in nature, provide us with a different reading of the HMTT and its report. We contend that the form of (re)capture advanced by the HMTT, and its Report is for a greater cause related to current calls for decolonisation and Africanisation of school history in post-apartheid South Africa - where the colonised ways of knowing and being can also take centre stage in the historical literature and where cognitive, epistemic, existential, and ontological justice is realised.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"149 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":"133640383","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

Online learning challenges postgraduate certificate in education History students faced during COVID-19 at the university of Zululand 祖鲁兰大学教育历史研究生证书课程的学生在2019冠状病毒病疫情期间面临在线学习挑战

Yesterday and Today Pub Date : 1900-01-01 DOI: 10.17159/2223-0386/2020/N24A7

M. C. Dube

引用次数: 3