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A blueprint for democratic citizenship education in South African public schools : African teachers' perceptions of good citizenship
The notion that South African public schools have a distinctively civic mission is recognised in all national education policy documents published since the first democratic election in 1994. The
The representation of women in a sample of post-1994 South African school History textbooks
History curriculum revisions post 1994 were followed by a range of new History textbooks intended to meet the needs of teachers seeking to implement the revised curriculum. I sought to establish
In defence of history as a school subject
In view of the fact that the majority of learners terminate their study of history at the end of the General Education and Training phase (Grade 9), active steps should be taken by history
Teaching practice and the personal and socio-professional development of prospective teachers
This study investigates the interplay between individual and contextual variables during teaching practice and its impact on the personal and socio-professional development of prospective teachers.
A feminist post-structuralist analysis of an exemplar South African school History text
A feminist post-structuralist perspective offers an alternative paradigm for the study of gender bias in History texts. It focuses on multiple perspectives and open interpretation, opens up space for
Presentation technology as a mediator of learners’ retention and comprehension in a History classroom.
The insistence that presentation technology should be incorporated into all areas of the curriculum applies to the teaching of History equally as to other subjects. Although technology has been
Charting a course : teaching Citizenship Education within the Human and Social Sciences learning area
Citizenship Education has re-emerged as an important issue in Curriculum 2005. The purpose of this article is to examine and analyse some key aspects of Citizenship Education in order to provide
The Historical Literacy of Secondary School Pupils: A Case Study of the Concept Causation
History education is about the development of the historical literacy of pupils, and, consequently, the understanding of historical concepts such as causation. The purpose of the study was to
Understanding the introduction of outcomes-based History teaching in South Africa
The dawn of democracy in South Africa in 1994 necessitated innovations in education. An educational approach known as Outcomes-based Education (OBE) was introduced in 1998. Many changes will
Towards a whole-school approach to the pastoral care module in a Postgraduate Certificate of Education programme: a South African experience
This study explores the potential of adopting a whole-school approach to the pastoral care module in a Postgraduate Certificate of Education Programme to ensure that all newly qualified teachers