Yesterday and Today最新文献_第7页

Knowledge, power and school history in post-independence Malawi: A critical analysis of curriculum change (1964-2022) 马拉维独立后的知识、权力和学校历史:课程改革的批判性分析(1964-2022)

Yesterday and Today Pub Date : 1900-01-01 DOI: 10.17159/2223-0386/2022/n27a4

D. Bentrovato, N. Dzikanyanga

{"title":"Knowledge, power and school history in post-independence Malawi: A critical analysis of curriculum change (1964-2022)","authors":"D. Bentrovato, N. Dzikanyanga","doi":"10.17159/2223-0386/2022/n27a4","DOIUrl":"https://doi.org/10.17159/2223-0386/2022/n27a4","url":null,"abstract":"Emerging educational research in Africa reveals an eventful course of development for school history curricula in post-colonial African states as they grappled with issues of quality and relevance in history education. In exploring the internationally little-known case of Malawi, the article takes a diachronic approach to retracing the process of history curriculum change from the country's independence from Britain in 1964 to the time of writing in 2022. The study proposes a systematic analysis of the content, pedagogy and assessment methods foregrounded by evolving history syllabuses in response to curriculum review processes over the last six decades. It also provides insights into the shifts undergone by Malawi's priorities and aspirations in the context of its legacies of European colonialism, one-party dictatorship and authoritarianism and its transition to democracy in the mid-1990s. Illuminating the entanglements of these processes with power politics and their contribution to the stagnation of the discipline of history, the article concludes that, although successive reviews have promoted curriculum change over time, they have failed to bring about meaningful reform.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"11 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":"131260477","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

Historical Significance in the South African History curriculum: An un-silencing approach 南非历史课程的历史意义:一种打破沉默的方法

Yesterday and Today Pub Date : 1900-01-01 DOI: 10.17159/2223-0386/2019/n22a6

Maserole Christina Kgari-Masondo

{"title":"Historical Significance in the South African History curriculum: An un-silencing approach","authors":"Maserole Christina Kgari-Masondo","doi":"10.17159/2223-0386/2019/n22a6","DOIUrl":"https://doi.org/10.17159/2223-0386/2019/n22a6","url":null,"abstract":"The South African History Curriculum and Assessment Policy Statement (CAPS) emphasises the significance of History being that of empowering learners with historical skills and knowledge but there are critical gaps that this article tries to posit that affects quality teaching. The current global atmosphere of democracy with its emphasis on decolonisation, demands curriculum transformation. Such a context calls on ways of bridging the divide between theory and practice in education. CAPS-History emphasise the importance of teaching historical concepts but excludes the critical concept of Historical Significance which safeguards skills of interpretation and understanding why certain histories are in the official arena and others not. This article argues the CAPS-History curriculum has to be transformed to reflect the ideological changes that is experienced globally. The article uses critical discourse analysis in an attempt to uplift historical knowledge of Africans and to un-silence historically significant narratives. Data for the article was drawn from the observation of the author’s teaching experiences by using auto-ethnographical methods. The findings of the article are that CAPS-History have carried the implicit message that Historical Significance should be attributed to white males in power and selected events in history of people in positions of power and themes like symbols and symbolism, which are key in indigenous knowledge, are silenced. The conclusion of this article is that CAPS requires an epistemology that supports democratic principles of equality which calls upon unsilencing of certain historical narratives by employing Historical Significance as one of the critical concepts thinking concepts","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":"132223534","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

Online teaching in Education for the subject group History under COVID 19 conditions COVID - 19条件下学科组历史教育在线教学

Yesterday and Today Pub Date : 1900-01-01 DOI: 10.17159/2223-0386/2021/N25A4

B. Bunt

{"title":"Online teaching in Education for the subject group History under COVID 19 conditions","authors":"B. Bunt","doi":"10.17159/2223-0386/2021/N25A4","DOIUrl":"https://doi.org/10.17159/2223-0386/2021/N25A4","url":null,"abstract":"ABSTRACT As tertiary institutions globally transitioned into an online teaching framework as a consequence of the Covid-19 pandemic, it is critical that history education lecturers reconsider their teaching and learning strategies. This article reports on the planning and implementation of an online teaching programme within the History in Education subject group at the North-West University (NWU), in South Africa. The author is the subject group leader of the subject group and from observations and experiences, this article will report on how this program was implemented. First and foremost, how we handled teaching in an online setting is vastly different from a face-to-face setting. Few lecturers might have taught students studying in distance programs for some time, but for many lecturers and students who are accustomed to face-to-face instruction, the online world may often be new and even intimidating. The existing scenario calls for a full rethink in teaching and learning. Through proper preparation, we will not only provide our lecturers through greater versatility in the delivery of online classrooms, but also represent our students when making the best of the opportunities we have at our disposal. This article wishes to undertake a critical experiential evaluation of this online teaching strategy that was used in 2020 in the History Education subject group at the North-West University. A literature review focusing on online teaching, History in Education online teaching as well as COVID-19's impact on tertiary education. The methodology of the research is then discussed, followed by the initial planning stage, culminating in the lessons learned and possible future changes to this plan. Keywords: Distance education; Online learning; Remote teaching","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":"133051038","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

Too White to be Coloured too Coloured to be Black: On the search for home and meaning 太白而不能被着色太黑而不能被着色:寻找家和意义

Yesterday and Today Pub Date : 1900-01-01 DOI: 10.17159/2223-0386/2023/n29a11

S. Ndaba

引用次数: 0

History Education during COVID-19: Reflections from Makerere University, Uganda 2019冠状病毒病期间的历史教育:乌干达马凯雷雷大学的思考

Yesterday and Today Pub Date : 1900-01-01 DOI: 10.17159/2223-0386/2022/n27a5

D. Sebbowa

{"title":"History Education during COVID-19: Reflections from Makerere University, Uganda","authors":"D. Sebbowa","doi":"10.17159/2223-0386/2022/n27a5","DOIUrl":"https://doi.org/10.17159/2223-0386/2022/n27a5","url":null,"abstract":"The COVID-19 pandemic forced most governments in Africa to temporarily close educational institutions in attempt to reduce the spread of the pandemic. In Uganda particularly, Higher Education Institutions, Universities and schools adopted the online and blended approaches to afford continuity of learning during the lockdown. This article provides a reflection of the opportunities, challenges and lessons learnt in teaching and learning of history during the COVID-19 pandemic. Qualitative data was obtained from a narrative inquiry of the researcher's own teaching experience and interviews with pre-service history teachers from Makerere University. Findings indicated that, while online and blended approaches facilitate history education through Makerere University e-Learning (MUELE) Learning Management System, WhatsApp exchanges, Zoom, emails, mobile phone text messaging and print media; there were persistent challenges such as limited Information Communication Technology (ICT) tools, digital illiteracy, digital divide, increased workloads as well as social-emotional stress and distractions at home. The article concludes with a key lesson for Teacher Education programmes to shift the way they train pre-service history teachers to embrace online learning with access to offline, downloadable, print learning materials to facilitate blended learning approaches. This is relevant in preparation of different generations of teachers to integrate blended pedagogy in History Education in response to the new normal caused by the COVID-19 pandemic.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"66 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":"123453690","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 about dying and death: The 1918 Flu epidemic in South Africa 关于死亡和死亡的教育:1918年南非的流感大流行

Yesterday and Today Pub Date : 1900-01-01 DOI: 10.17159/2223-0386/2020/N24A9

R. Siebörger, B. Firth

引用次数: 1

Trends in African philosophy and their implications for the Africanisation of the South Africa history caps curriculum: a case study of Odera Oruka philosophy 非洲哲学的发展趋势及其对南非历史课程非洲化的影响:奥德拉·奥鲁卡哲学的个案研究

Yesterday and Today Pub Date : 1900-01-01 DOI: 10.17159/2223-0386/2022/n27a3

P. Maluleka, T. Mathebula

{"title":"Trends in African philosophy and their implications for the Africanisation of the South Africa history caps curriculum: a case study of Odera Oruka philosophy","authors":"P. Maluleka, T. Mathebula","doi":"10.17159/2223-0386/2022/n27a3","DOIUrl":"https://doi.org/10.17159/2223-0386/2022/n27a3","url":null,"abstract":"A Kenyan philosopher, Henry Odera Oruka (1944-1995), conceptualised and articulated the six trends in African philosophy. These are ethno-philosophy, nationalistic-ideological philosophy, artistic (or literary philosophy), professional philosophy, philosophic sagacity and hermeneutic philosophy. In this article, we maintain that the last three of these trends, namely professional philosophy, philosophic sagacity, and hermeneutic philosophy, are useful in our attempt to contribute to Africanising the school history curriculum (SHC) in the Curriculum Assessment Policy Statement (CAPS) in post-apartheid South Africa. Against this background, we make use of Maton's (2014) Epistemic-Pedagogic Device (EPD), building on from Bernstein's (1975) Pedagogic Device as a theoretical framework to view African philosophy and its implications for the Africanisation of the SHC in CAPS in post-apartheid South Africa. Through the lens of Maton's EPD, we show how the CAPS' philosophy of education is questionable; untenable since it promotes 'differences of content'; and is at the crossroads, i.e., it is stretched and pulled in different directions in schools. Ultimately, we argue that Oruka's three trends form a three-piece suit advertising one's academic discipline (professional philosophy); showing South Africa's rich history told in the words ofAfrican elders (sage philosophy); and imploring school history learners to embark on a restless, unfinished quest for knowledge in the classrooms in post-apartheid South Africa.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"07 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":"128957880","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 utilisation of a Mobile Phone Forum on the Winksite application in the teaching and learning of History: a case study of Pre-service Teachers at Makerere University 手机论坛在历史教学中的应用:以马凯雷雷大学职前教师为例

Yesterday and Today Pub Date : 1900-01-01 DOI: 10.17159/2223-0386/2018/N19A6

D. Sebbowa, P. Muyinda

{"title":"The utilisation of a Mobile Phone Forum on the Winksite application in the teaching and learning of History: a case study of Pre-service Teachers at Makerere University","authors":"D. Sebbowa, P. Muyinda","doi":"10.17159/2223-0386/2018/N19A6","DOIUrl":"https://doi.org/10.17159/2223-0386/2018/N19A6","url":null,"abstract":"The teaching and learning process is becoming a big challenge at Higher Education Institutions in Sub-Saharan Africa. This is mainly due to the constraints created by the liberalisation of university education and the implied surge in student numbers. In the area of History education particularly, the challenge of large student numbers has forced lecturers to predominantly use behaviourist teaching methods such as lecture and recitation. These methods are characterised by constrained dialogical conversations between lecturers and students, memorising of History facts, dates and limit students’ capacity to think historically, which in turn compromises the quality of learning about the past. This article argues for the use of Mobile phone forums as lenses from the present that afford dialogical construction of meanings about the past. A qualitative approach with a case study design was used limited to pre-service teachers (students) at the Makerere University, Uganda. A Critical Discourse Analysis was used to analyse the qualitative data obtained from the students’ engagement on the Mobile phone forum by means of the winksite application. The key research findings demonstrated that mobile phone forums enhance interactions between lecturers-students, students-students as a helpful precondition for collaborative learning and reflection about the human past. Conclusions was drawn with a recommendation for History educators to embrace mobile phone forums as a sustainable innovation at the African higher educational context with a potential to enhance dialogical conversations between the past the present and the anticipated future.","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":"127631620","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: 6

ChatGPT in the history classroom - a position paper of a township school teacher 历史课堂上的聊天——一篇乡镇学校老师的意见书

Yesterday and Today Pub Date : 1900-01-01 DOI: 10.17159/2223-0386/2023/n29a7

C. Mekhoe

引用次数: 0

Developing a serious game artefact to demonstrate world war II content to History students 开发一个严肃的游戏人工制品，向历史系学生展示二战的内容

Yesterday and Today Pub Date : 1900-01-01 DOI: 10.17159/2223-0386/2019/n22a3

B. Bunt, Lance Bunt

{"title":"Developing a serious game artefact to demonstrate world war II content to History students","authors":"B. Bunt, Lance Bunt","doi":"10.17159/2223-0386/2019/n22a3","DOIUrl":"https://doi.org/10.17159/2223-0386/2019/n22a3","url":null,"abstract":"The following design paper reports on a serious game project being made by interdisciplinary researchers at the North-West University (NWU), Vanderbijlpark Campus. The aim of this venture is to develop a trading card game based on specific History content, using similar mechanics found in popular card games such as Magic: The Gathering and the Pokémon Trading Card Game. The game is called Dogs of War (DoW) and the historical figures will be depicted as various dog breeds to subvert player expectations and assuage a grim period of human History. The game itself is designed in such a way that up to six people can play together, with each player representing a faction that was involved in the war. These factions include: Nazi Germany, Imperial Japan, Fascist Italy, Great Britain, United States of America and Soviet Russia. The conceptualisation of DoW has already reached the initial play-testing phase, wherein the basic mechanics and units already having been designed. The game will be implemented in a third year History class at NWU in 2020, with the aim of researching whether the game itself can enhance self-directed learning through tangential and exciting gameplay. Focus group interviews will be held at the end of the first semester (2020) to gauge this prototype’s overall effectiveness.","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":"117298212","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