Collaboration is key to an effective history classroom. Discussion, peer work and learner engagement facilitate the development of historical thinking skills, understanding of historical content and a careful engagement ...

In this article we examine the textbook narratives of the colonial past and the nation-building process in Mozambique, a Southern African country which gained its independence in 1975. One of the priorities after independence ...

On March 16th, 2020 I commenced my new job as a lecturer on History Education at Stellenbosch University (US), the very same day the University went into lockdown due to COVID-19. I have been a high school teacher for 11 ...

The closure of educational institutions following the rapid spread of the COVID-19 pandemic called for the adoption of online teaching and learning. For decades, education has suffered in sub-Saharan Africa due to inadequate ...

The rapid spread of the COVID-19 pandemic in 2020 has caused a crisis in education, with the digital divide becoming ever more prevalent in a society which is as unequal and fractured as South Africa. While ex- Model C and ...

Interactive and collaborative learning in ‘live’ and online (synchronous and asynchronous) environments generates an influence on the perception, motivation and outcomes of learning among students. From that theory, the ...

This is an academic yet personal and subjective piece written to analyse and reflect upon personal experiences with regard to the teaching and learning of history under the coronavirus pandemic. Throughout this paper, I ...

On 11 March 2020, the World Health Organisation (WHO) declared COVID-19 a global pandemic. This announcement came as a shock to countries around the world. Diverse responses across the globe exposed an ill-prepared world ...

The effects of the Covid 19 pandemic on higher education in South Africa and the University of Pretoria iinspired this brief investigation into how the university responded to the Spanish Flu epidemic of 1918. This article ...