SciELO - Scientific Electronic Library Online

 
 número10African History Teaching in contemporary German textbooks: From biased knowledge to duty of remembranceIncomplete history curriculum? Teaching socio-environmental history in South African High Schools. From an indigenous perspective índice de autoresíndice de materiabúsqueda de artículos
Home Pagelista alfabética de revistas  

Servicios Personalizados

Articulo

Indicadores

Links relacionados

  • En proceso de indezaciónCitado por Google
  • En proceso de indezaciónSimilares en Google

Compartir


Yesterday and Today

versión On-line ISSN 2309-9003
versión impresa ISSN 2223-0386

Resumen

FRU, Nkwenti; WASSERMANN, Johan  y  MAPOSA, Marshall. The contested nature of heritage in Grade 10 South African History textbooks: A case study. Y&T [online]. 2013, n.10, pp.77-100. ISSN 2309-9003.

Using the interpretivist paradigm and approached from a qualitative perspective, this case study produced data on three purposively selected contemporary South African history textbooks with regards to their representation ofheritage. Lexicalisation, a form of Critical Discourse Analysis (CDA), was used as method to analyse the pre-generated data from the selected textbooks. In this Fairclough's (2003) three dimensions of describing, interpreting, and explaining the text was followed. The study adopted a holistic approach to heritage as a conceptual framework whilst following social constructionism as the lens through which heritage was explored in the selected textbooks. The findings from this study concluded that although educational policy in the form of the National Curriculum Statement - NCS-History clearly stipulates the expectations to be achieved from the teaching and learning ofheritage at Grade 10 level, there are inconsistencies and contradictions at the level of implementation of the heritage outcome in the history textbooks. Key among the findings are the absence of representation of natural heritage, lack of clear conceptualisation of heritage, many diverse pedagogic approaches towards heritage depiction, a gender and race representation of heritage that suggests an inclination towards patriarchy and a desire to retain apartheid and colonial dogma respectively, and finally a confirmation of the tension in the heritage/history relationship.

Palabras clave : Heritage; History; Textbooks; Lexicalisation; CDA.

        · texto en Inglés     · Inglés ( pdf )

 

Creative Commons License Todo el contenido de esta revista, excepto dónde está identificado, está bajo una Licencia Creative Commons