Scielo RSS <![CDATA[Yesterday and Today]]> http://www.scielo.org.za/rss.php?pid=2223-038620170002&lang=es vol. num. 18 lang. es <![CDATA[SciELO Logo]]> http://www.scielo.org.za/img/en/fbpelogp.gif http://www.scielo.org.za <![CDATA[<b>Editorial</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2223-03862017000200001&lng=es&nrm=iso&tlng=es <![CDATA[<b>The SASHT: personal memories, imaginaries and realities</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2223-03862017000200002&lng=es&nrm=iso&tlng=es <![CDATA[<b>Words of appreciation by the deputy chairperson</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2223-03862017000200003&lng=es&nrm=iso&tlng=es <![CDATA[<b>Integrating Afrikaner women's history in senior secondary school CAPS through an evaluation of women's "sense of independence"</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2223-03862017000200004&lng=es&nrm=iso&tlng=es <![CDATA[<b>"What do I have to know to teach History well?" Knowledge and expertise in History teaching - a proposal</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2223-03862017000200005&lng=es&nrm=iso&tlng=es 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 domain-specific profiling of professional conduct in History teaching from theoretical, research methodological, and pragmatic perspectives. <![CDATA[<b>Historical knowledge-genre as it relates to the reunification of Cameroon in selected Anglophone Cameroonian History textbooks</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2223-03862017000200006&lng=es&nrm=iso&tlng=es Since the 1961 reunification ofFrench 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 ofthree 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. <![CDATA[<b>The strong state and embedded dissonance: history education and populist politics in Hungary</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2223-03862017000200007&lng=es&nrm=iso&tlng=es Since the 1961 reunification ofFrench 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 ofthree 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. <![CDATA[<b>Rethinking the reflective praxis of the name Social Science: pedagogical 'mischief' in the Grade 4 to 9 Social Science curriculum</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2223-03862017000200008&lng=es&nrm=iso&tlng=es Since the 1961 reunification ofFrench 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 ofthree 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. <![CDATA[<b>History education: reaching beyond the confines of the classroom. A hands-on discussion of the implementation of rapidly improving technological tools in History pedagogy</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2223-03862017000200009&lng=es&nrm=iso&tlng=es Since the dawn of the twenty-first century the technological tools at the disposal of teachers have improved exponentially. In the current education environment, the History teacher can reach far beyond the confines of a classroom, and is able to engage with the content of a study of human behaviour in a way that touches the humanity of students. A teacher in a single classroom can challenge students' ability across an array of platforms and over an internet which both allows for the dissemination of ideas and the acquisition of information at a speed and with a reach heretofore unknown and unavailable to the pedagogue. In a rapidly changing and increasingly less predictable political, economic and cultural milieu, it is incumbent on the History specialist to instil in those who engage with the past, present and future, a humanity which transcends simplistic political demagoguery and narrow bigotry which is gaining traction internationally. The skills of discernment and thoughtful analysis of fact, opinion and belief that is the forte of an historian can counterbalance intolerance and a disturbing resurgence of inhumanity. The teaching of History can influence a generation to build a more caring and humane society and modern technology can enhance the ability of a teacher to engage with learners beyond the confines of their classroom. <![CDATA[<b>Teaching Social Sciences: Intermediate and senior phases</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2223-03862017000200010&lng=es&nrm=iso&tlng=es Since the dawn of the twenty-first century the technological tools at the disposal of teachers have improved exponentially. In the current education environment, the History teacher can reach far beyond the confines of a classroom, and is able to engage with the content of a study of human behaviour in a way that touches the humanity of students. A teacher in a single classroom can challenge students' ability across an array of platforms and over an internet which both allows for the dissemination of ideas and the acquisition of information at a speed and with a reach heretofore unknown and unavailable to the pedagogue. In a rapidly changing and increasingly less predictable political, economic and cultural milieu, it is incumbent on the History specialist to instil in those who engage with the past, present and future, a humanity which transcends simplistic political demagoguery and narrow bigotry which is gaining traction internationally. The skills of discernment and thoughtful analysis of fact, opinion and belief that is the forte of an historian can counterbalance intolerance and a disturbing resurgence of inhumanity. The teaching of History can influence a generation to build a more caring and humane society and modern technology can enhance the ability of a teacher to engage with learners beyond the confines of their classroom. <![CDATA[<b>Tribing and untribing the archive: Volumes 1 & 2</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2223-03862017000200011&lng=es&nrm=iso&tlng=es Since the dawn of the twenty-first century the technological tools at the disposal of teachers have improved exponentially. In the current education environment, the History teacher can reach far beyond the confines of a classroom, and is able to engage with the content of a study of human behaviour in a way that touches the humanity of students. A teacher in a single classroom can challenge students' ability across an array of platforms and over an internet which both allows for the dissemination of ideas and the acquisition of information at a speed and with a reach heretofore unknown and unavailable to the pedagogue. In a rapidly changing and increasingly less predictable political, economic and cultural milieu, it is incumbent on the History specialist to instil in those who engage with the past, present and future, a humanity which transcends simplistic political demagoguery and narrow bigotry which is gaining traction internationally. The skills of discernment and thoughtful analysis of fact, opinion and belief that is the forte of an historian can counterbalance intolerance and a disturbing resurgence of inhumanity. The teaching of History can influence a generation to build a more caring and humane society and modern technology can enhance the ability of a teacher to engage with learners beyond the confines of their classroom. <![CDATA[<b>Keynote presentation to: The international Society For History Didactics (ISHD) in conjunction with the South African Society for History teaching (SASHT) 13 -15 September 2017, Vanderbijlpark, South Africa. Teaching 'difficult history' in an era of high curriculum autonomy: a New Zealand case study</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2223-03862017000200012&lng=es&nrm=iso&tlng=es Since the dawn of the twenty-first century the technological tools at the disposal of teachers have improved exponentially. In the current education environment, the History teacher can reach far beyond the confines of a classroom, and is able to engage with the content of a study of human behaviour in a way that touches the humanity of students. A teacher in a single classroom can challenge students' ability across an array of platforms and over an internet which both allows for the dissemination of ideas and the acquisition of information at a speed and with a reach heretofore unknown and unavailable to the pedagogue. In a rapidly changing and increasingly less predictable political, economic and cultural milieu, it is incumbent on the History specialist to instil in those who engage with the past, present and future, a humanity which transcends simplistic political demagoguery and narrow bigotry which is gaining traction internationally. The skills of discernment and thoughtful analysis of fact, opinion and belief that is the forte of an historian can counterbalance intolerance and a disturbing resurgence of inhumanity. The teaching of History can influence a generation to build a more caring and humane society and modern technology can enhance the ability of a teacher to engage with learners beyond the confines of their classroom.