 Editorial |
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| | · Editorial
Wassermann, Johan
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| Articles |
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| | · Using a historical memoir to improve curriculum coherence in teacher education: The case of Trevor Noah's Born a Crime
Carolin, Andy; Bennett, Taryn
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| | · Unpacking the past: The ambivalent legacy of colleges of education
Robinson, Maureen; Chisholm, Linda
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| | · Trends in African philosophy and their implications for the Africanisation of the South Africa history caps curriculum: a case study of Odera Oruka philosophy
Maluleka, Paul; Mathebula, Thokozani
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| | · Knowledge, power and school history in post-independence Malawi: A critical analysis of curriculum change (1964-2022)
Bentrovato, Denise; Dzikanyanga, Nerva
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| | · History Education during COVID-19: Reflections from Makerere University, Uganda
Sebbowa, Dorothy Kyagaba
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| | · Practical history lessons as a tool for generating procedural knowledge in history teaching
Oppong, Charles; Adjepong, Adjei; Boadu, Gideon
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| Teachers Voice |
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| | · Pretoria Archaeology Club for Schools: Bridging the gap between archaeology and the school history curriculum
Manaka, Mpho
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| | · Asinakuthula collective: Re-membering women's histories
Sithole, Tinyiko
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| Book Review |
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| | · A Review of Negotiating Racial Politics in the Family: Transnational Histories touched by National Socialism and Apartheid
Henkes, Barbara; Lombard, Marisa
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Todo el contenido de esta revista, excepto dónde está identificado, está bajo una Licencia Creative Commons
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