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Yesterday and Today

On-line version ISSN 2309-9003
Print version ISSN 2223-0386

Y&T  n.25 Vanderbijlpark  2021

 

EDITORIAL

 

Editorial

 

 

History Education greetings,

Welcome to the July 2021 edition, volume 25, of Yesterday & Today. For the uninitiated, the journal is attached to the South African Society for History Teaching (SASHT). Since the December 2020 edition Yesterday & Today has moved home. Since its accreditation as an academic journal Yesterday & Today were housed at North West University. The latter provided exemplary support to the journal on numerous fronts, including financial, infrastructural and logistical. In a policy decision support by the editorial board of Yesterday & Today it was decided that in future the journal should be located at the same institution as the editor-in-chief. Moving Yesterday & Today institutionally was a major undertaking and needed a fair amount of manoeuvring. In this regard I want to thank the editorial board of Yesterday & Today, Heather Thuynsma and her team at the University of Pretoria, the executive of the SASHT and the Dean of the Faculty of Education, Professor Chika Sehoole, for their support.

Six academic articles appear in this edition of Yesterday & Today:

In the first article Pfuurai Chimbunde and Maserole Christina Kgari-Masondo gives voice to Social Sciences Studies teachers in Zimbabwe on matters related to curriculum change and implementation

In their article Yvonne Kabombwe, Nisbert Machila and Patrick Sikayomya compares the examinations of the old and new Zambian curricula

Valencia Mabalane, in her article, engages with blogs and online discussion boards as a means to assist students during work integrated learning

In his article Byron Bunt took an autoethnographic journey back into the work of the subject group History under COVID-19 conditions

Gideon Boadu, in his contribution, took a diachronic view of the development of History Education in Ghana

In his contribution Walter Sengai interrogated the role of Heads of Department in implementing the History syllabi in Zimbabwean schools

In the second section, consisting of "hands-on" articles, COVID-19 and history teaching comes under the spotlight. This time the focus is on history education students, both PGCE and BEd, and their experiences of doing work integrated learning / teaching practice under COVID-19 conditions. Prospective history teachers from five different Southern African universities shared their experiences of completing their teacher education under pandemic conditions.

Section three, the final section of the journal, contains four books reviews.

Take care and stay safe!

Johan Wassermann (Editor-in-Chief)

Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License