Scielo RSS http://www.scielo.org.za/rss.php?pid=2223-038620080001&lang=en vol. num. 3 lang. en http://www.scielo.org.za/img/en/fbpelogp.gif http://www.scielo.org.za http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2223-03862008000100001&lng=en&nrm=iso&tlng=en The purpose of this paper is to interrogate what makes history a specialised and particular discipline; to ask what does it mean to do history and to know history. I draw on the work of those working within the field of the sociology of knowledge, particularly the work of Dowling, to begin a discussion around the concept of an historical gaze. I argue that this concept may provide an analytic tool to help us to keep the inter-twined strands of procedural knowledge and substantive knowledge in history from unraveling and coming apart. http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2223-03862008000100002&lng=en&nrm=iso&tlng=en The early twenty-first century evidenced a worldwide change in History teaching through the means of several revised History curricula in the further education and training (FET) phase (high schools) and the developments of textbooks as a result of this. In South Africa, these trends have coincided with a period of educational transformation since the African National Congress took over as the leading political party in 1994. After close to 15 years, the transformational outcome also marked a change in the approach to History in the school curriculum and textbooks. This paper is structured to concisely debate globalisation and national narratives as foci in South Africa's revised History curriculum within current transcontinental reflections in history teaching. The implementation of these aspects in the revised South African History curriculum in the FET phase for specifically the Grade 12 level regarding textbook writing is only shortly discussed, accentuated, and critically analysed. http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2223-03862008000100003&lng=en&nrm=iso&tlng=en With the introduction of Outcomes Based Education (OBE) in South Africa in 1998, simultaneously a new curriculum, Curriculum 2005 (C2005), was developed. This curriculum confronted past problems with the way history had been taught in schools - both in terms of the methodology and content. It was envisaged that learners should now play an active role in their learning experiences through investigation, researching, debating and interpreting history through various sources. One practical means of doing so is emphasised through the study of hidden and neglected histories, such as, for example local histories. In this regard the Department of Education (DoE) purposefully emphasised the importance of oral history as an alternative and effective methodological approach to constructing a social history with learners in schools. As such oral history can be seen as a link between the intended aims of the curriculum for history education, and a pragmatic means of achieving this. The skills that are involved in oral history are also key to what C2005 envisaged for history in terms of being learner-centred, outcomes based and being able to form a part of the historical process of researching, recording, documenting and writing. This paper will critically examine the implementation of oral history in schools, as seen through the experiences of first year history education students, who have recently completed an oral history project in their Grade 12 year at school. http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2223-03862008000100004&lng=en&nrm=iso&tlng=en In 2008 was dit 'n dekade gelede dat Kurrikulum 2005 met 'n uitkomsgebaseerde benadering deur die ANC-regering geïmplementeer is om onder meer die ongelyke Suid-Afrikaanse onderwysstelsel van die apartheidsbewind te herstruktureer. Hierdie nuwe onderwysbenadering is deur sommige opvoedkundiges beskryf as 'n "paradigma skuif" omdat dit op radikale wyse afgewyk het van die vorige kurrikulum in terme van teoretiese begronding, struktuur, organisasie, die onderrig- en leerprosesse en assessering. Uitkomsgebaseerde Onderwys (UGO) verteenwoordig 'n gewysigde metodologie van 'n suiwer inhoudgerigte transmissie-model onderwys (waar die onderwyser hoofsaaklik kennis aan passiewe leerders oordra) na 'n interaktiewe en leerdergesentreerde benadering. Voorsiening moet vir elke leerder in die klas gemaak word om teen sy eie tempo en volgens sy eie doelwitte te kan vorder na die bereiking van die leeruitkomste. Van die onderwyser, as die fasiliteerder van leergebeure, word verwag om 'n groter mate van individuele aandag aan elke leerder te skenk, addisionele leerbehoeftes te diagnoseer en om verrykende en alternatiewe remediërende leergeleenthede te ontwerp. Op sy beurt beteken dit dat addisionele assesseringsgeleenthede en -strategieë ook deurentyd geskep moet word. Al hierdie veranderinge het outomaties ook die Geskiedenisonderwyser beïnvloed. In hierdie artikel word gepoog om deur middel van 'n gevalle-studie sekondêre Geskiedenisonderwysers (n=85) van voorheen bevoordeelde Model C-skole sowel as benadeelde skole se houding, ingesteldheid, oortuigings en ervarings te peil ten opsigte van hierdie onderwysmodel. Die vernaamste bevindings is dat meer as die helfte van die deelnemers 'n positiewe ingesteldheid teenoor UGO gehad het en gemaklik daarmee was om dit in hulle onderrig- en leerpraktyke te inkorporeer. Ten spyte hiervan is ook probleme geïdentifiseer, waarvan die belangrikste was: 'n toename in werkslas wat meegebring word deur groot klasse en administratiewe take wat met te veel assessering verband hou; die aard en omvang van indiensopleidingskursusse; die beskikbaarheid en toeganglikheid van onderrig-en leersteunmiddele en om die leeruitkomste en assesseringstandaarde te belyn http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2223-03862008000100005&lng=en&nrm=iso&tlng=en The theme of the conference is a celebration of history teaching in the 350th year of schooling in South Africa. A lot of developments have happened during with regard to the teaching and understanding of history as a subject. In order to appreciate these developments in the classroom, students should be able to make specific historical claims. Making specific historical causal claims of the form 'A caused that B' is one of the most important things that a person learns. However, the making of causal claims is not confined to the teaching and learning context. School children of whatever age, are in a position of making specific historical causal claims, and do this in varying degrees of skill and standards. The purpose of effective history teaching should be to develop in students a deeper understanding of historical processes. Whilst historical claims can be made about all sorts of things, in this paper, attention will be confined to those claims that have direct relevance to the teaching and learning situation in history. The paper identifies critical issues that need to be considered to make this succeed in the history classroom. http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2223-03862008000100006&lng=en&nrm=iso&tlng=en Name changing goes hand in hand with new governments; this has happened all over the world. Name changing has become part of South Africa in recent times and seems to l continue in the near future. Name changing confuses the man on the street, teachers and learners. Text books and atlases become outdated and this involves costs. Most names represent the history, people and topography of the area. http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2223-03862008000100007&lng=en&nrm=iso&tlng=en Name changing goes hand in hand with new governments; this has happened all over the world. Name changing has become part of South Africa in recent times and seems to l continue in the near future. Name changing confuses the man on the street, teachers and learners. Text books and atlases become outdated and this involves costs. Most names represent the history, people and topography of the area. http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2223-03862008000100008&lng=en&nrm=iso&tlng=en Competence in the use of Information Communication Technology (ICT) is a buzz word today given the fact that ICTs have impacted almost all sectors of the global society. Most employers, for example, require people who possess skills in certain ICT when they look for potential employees. Thus, Department of Education 's White paper on e-Education indicates "The ICT revolution has had impact of curriculum development and delivery and continues to pose new challenges for education and training systems around the world." In this regard, schools as social institutions charged with the responsibility of developing human resources cannot overlook the need for inclusion of ICT in the process of teaching and learning so as to empower and equip learners with necessary skills that they will need to function and meet challenges awaiting them. It is against this background that educational researchers are advocating the integration of ICT in the learning and teaching of history in particular and other subjects in general. The purpose of this article, therefore, is to discuss the implications of the turn to ICT for history teaching and learning with particular reference to Windows Movie Maker and history teaching. The essay will mainly focus on: opportunities, costs, the implications on history teachers' professional practice and challenges in integrating Windows Movie Maker into history education. Possible solutions to the challenges will also be emphasised. http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2223-03862008000100009&lng=en&nrm=iso&tlng=en Competence in the use of Information Communication Technology (ICT) is a buzz word today given the fact that ICTs have impacted almost all sectors of the global society. Most employers, for example, require people who possess skills in certain ICT when they look for potential employees. Thus, Department of Education 's White paper on e-Education indicates "The ICT revolution has had impact of curriculum development and delivery and continues to pose new challenges for education and training systems around the world." In this regard, schools as social institutions charged with the responsibility of developing human resources cannot overlook the need for inclusion of ICT in the process of teaching and learning so as to empower and equip learners with necessary skills that they will need to function and meet challenges awaiting them. It is against this background that educational researchers are advocating the integration of ICT in the learning and teaching of history in particular and other subjects in general. The purpose of this article, therefore, is to discuss the implications of the turn to ICT for history teaching and learning with particular reference to Windows Movie Maker and history teaching. The essay will mainly focus on: opportunities, costs, the implications on history teachers' professional practice and challenges in integrating Windows Movie Maker into history education. Possible solutions to the challenges will also be emphasised.