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South African Journal of Education

versão On-line ISSN 2076-3433
versão impressa ISSN 0256-0100

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SCHOEMAN, Sonja. The representation of women in a sample of post-1994 South African school History textbooks. S. Afr. j. educ. [online]. 2009, vol.29, n.4, pp.541-556. ISSN 2076-3433.

History curriculum revisions post 1994 were followed by a range of new History textbooks intended to meet the needs of teachers seeking to implement the revised curriculum. I sought to establish whether or not a sample of these textbooks had built upon the gender equality initiatives introduced after 1994. A qualitative intrinsic case study was conducted to determine the extent of the representation of women in three South African school History textbooks. The results demonstrated that, despite the introduction of gender equality initiatives, in the sample selected the role of men in history continued to receive emphasis. In South African history men have indeed been more prominent than women, and have been viewed as the decision-makers, yet there is room in standard South African History textbooks for the inclusion of the ordinary daily events in which women participated or through which they exercised an influence on decision- making by men. Shepherd's media literacy curriculum model, incorporating the Department of Education's approaches to critical media education, is proposed as a tool to empower in-service History teachers to teach learners to deconstruct patriarchal or hegemonic power relations in school History textbooks.

Palavras-chave : gender; History; media literacy; media literacy curriculum mode [textbooks]; women.

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