Keeping Herstory silent in learners history textbooks

Abstract

PURPOSE : The representation of women within the sub-section South African War and Union of 1899 to 1902 in nine South African grade 10 learners' history textbooks is the main focal point of this study. DESIGN/METHODOLOGY/APPROACH : An intersectional feminist lens guided this qualitative study that focuses on the depiction, description and interpretation of women regarding the South African War and Union of 1899 to 1902 in nine South African CAPS-approved grade 10 learners' history textbooks. Two themes, Sexism, and Exclusion and minimal inclusion based on race, were derived from the historical text examination and analyses. FINDINGS : The findings revealed that women are misrepresented and under-represented in this sub-section compared to their male counterparts. Moreover, this form of denial has remained unchanged and uncontested. Hence, presently, prominent female figures are still silenced in these history textbooks. ORIGINALITY/VALUE : The introspection of women's representation within South African grade 10 learners' history textbooks adds to the existing literature on history education by providing an analysis of how women are depicted, described and interpreted in these learning resources. This is crucial because history textbooks have the potential of contributing to sexist and racially prejudiced mindsets that can lead to negative effects in schools and communities surrounding the school/s.