• Utilizing a Historically Imbedded Source Based Analysis Model (HISBAM) in the history school classroom 

  Bunt, Byron; Warnich, Pieter (The South African Society for History Teaching (SASHT), 2021)

  This paper aims to elucidate upon a model that imbeds historical skills, concepts and categorizations into a source-based analysis approach utilizing levels of cognitive complexity by combining different types of sources ...
• "Better a barefoot than none”: influences of nationalist ideologies on girlhood in the history classroom 

  Woest, Y. (South African Society for History Teaching (SASHT), 2021)

  This study adopted autoethnography as a research methodology to relive and reflect on my experiences as a White Afrikaner girl in a history class during the apartheid era in South Africa. This paper focuses ...
• Silenced and invisible historical figures in Zambia : an analysis of the visual portrayal of women in senior secondary school history textbooks 

  Mboyonga, Edward (South African Society for History Teaching (SASHT), 2021)

  Despite their significant contribution to the country’s historical development, women’s influence is commonly underestimated and ignored in Zambian history literature. Subsequently, their role remains undocumented in ...
• Knowledge, power and school history in post-independence Malawi : a critical analysis of curriculum change (1964-2022) 

  Bentrovato, Denise; Dzikanyanga, Nerva (2022)

  Emerging educational research in Africa reveals an eventful course of development for school history curricula in post-colonial African states as they grappled with issues of quality and relevance in history education. In ...
• 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 (South African Society for History Teaching (SASHT), 2022)

  A Kenyan philosopher, Henry Odera Oruka (1944–1995), conceptualised and articulated the six trends in African philosophy. These are ethno-philosophy, nationalistic-ideological philosophy, artistic (or literary philosophy), ...
• Unpacking the past : the ambivalent legacy of colleges of education 

  Robinson, Maureen; Chisholm, Linda (South African Society for History Teaching (SASHT), 2022)

  The positive memory of teacher education colleges within South African higher education, often leading to a call to re-open the colleges, is usually based on an argument that colleges offered more ‘practical’ teacher ...
• Education and the public good : foregrounding education in history 

  Smith, Edwin T.; Smith, Edwin T. (South African Society for History Teaching (SASHT), 2021)

  Historians can contribute significantly to education historiography to bolster education transformation. Contemporary scholarship in education, in the main, mostly wrestles with the current dispensation’s ...
• How should a national curriculum for history be quality assured? the case of the South African Curriculum and Assessment Policy Statement (CAPS) 

  Siebörger, Rob (South African Society for History Teaching (SASHT), 2021)

  The South African Council for Quality Assurance in General and Further Education and Training, known as Umalusi, embarked on a project to quality assure the South African Curriculum and Assessment Policy Statement (CAPS) ...
• Fallism as decoloniality : towards a decolonised school history curriculum in post-colonial-apartheid South Africa 

  Maluleka, Paul (South African Society for History Teaching (SASHT), 2022)

  The 2015/16 student protests in South Africa, dubbed #MustFall protests, signalled a historic moment in the country’s post-colonial-apartheid history in which student-worker collaborations called for the ...
• People, space and time strategy : teaching history through image analysis at a rural secondary school in Limpopo Province 

  Thotse, Mahunele (South African Society for History Teaching (SASHT), 2021)

  Efficient teaching approaches are critical to promote a positive attitude among learners of History at secondary schools. Learners’ behaviour during History lessons and attitude towards the subject can be affected by a ...
• Using a historical memoir to improve curriculum coherence in teacher education : the case of Trevor Noah’s born a crime 

  Carolin, Andy; Bennett, Taryn (South African Society for History Teaching (SASHT), 2022)

  Two of the recurring concerns identified in teacher education are a lack of curricular coherence and a schism between content and practice. In this article, we discuss a specific intervention that was aimed at addressing ...
• Developments in history education in Ghana 

  Boadu, Gideon (South African Society for History Teaching (SASHT), 2021)

  This article employs historical records, cultural traditions, and insights from recent interviews with history teachers to trace the beginnings of history teaching and the political landscape that has shaped school history ...
• Heads of department’s role in implementation of history syllabi at selected Zimbabwean secondary schools : an instructional leadership perspective 

  Sengai, Walter (2021)

  This qualitative study explores the school-based instructional leadership role of Heads of Department (HODs) in the implementation of different History syllabi. It seeks to establish the practices that History HODs carry ...
• Decolonising curriculum change and implementation: voices from social studies Zimbabwean teachers 

  Chimbunde, Pfuurai; Kgari-Masondo, Maserole Christina (South African Society for History Teaching (SASHT), 2021)

  In 1980, Zimbabwe inherited a Eurocentric education system from the British colony, aimed at the perpetuation of the subordination and silencing of the African child. When the government of Zimbabwe noticed the infestation ...
• Heads of department’s role in implementation of history syllabi at selected Zimbabwean secondary schools: an instructional leadership perspective 

  Sengai, Walter (South African Society for History Teaching (SASHT), 2021)

  This qualitative study explores the school-based instructional leadership role of Heads of Department (HODs) in the implementation of different History syllabi. It seeks to establish the practices that History HODs carry ...
• A comparative analysis of the Zambian senior secondary history examination between the old and revised curriculum using blooms taxonomy 

  Kabombwe, Y.; Machila, N.; Sikayomya, P. (South African Society for History Teaching (SASHT), 2021)

  The 2013 Education reform in Zambia is one of the significant changes that brought about a shift in assessment. To understand the changes that have taken place in the 2013 revised curriculum, and to determine the claims ...
• Testing transformation and decolonisation: Experiences of curriculum revision in a History honours module 

  Macqueen, Ian (Yesterday and Today, 2019)

  This article discusses the revision of a history honours historiography module. It discusses the rationale, methodologies and material used to respond to the imperative of curriculum transformation and decolonisation. The ...
• Learn history, think unity: national integration through history education in Cameroon, 1961-2018 

  Ndille, Roland (Yesterday & Today, 2020)

  Since independence, one of the greatest worries of African states has been how to maintain national cohesion amongst the multiplicity of ethnic groups which characterize them. My aim in this paper is to show that, other ...
• Hands-on articles higher education community engagement projects at local museums 

  Jordaan, Martina; Jordaan, Martina (Yesterday & Today, 2020)

  The University of Pretoria, South Africa, presents a compulsory undergraduate module, Community-based Project (code: JCP) in the Faculty of Engineering, Built Environment and Information Technology. It entails students ...
• “What’s in the box?” – Archives, history skills and honours students 

  Harris, Karen Leigh; Van der Merwe, Ria (Yesterday & Today, 2020)

  Historical thinking skills have become the mantra of the history profession. The aims, objectives and outcomes of history classes and courses at both secondary and tertiary level resonate with the inclusion of the skills ...

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