South African History textbook research – a review of the scholarly literature

@article{Bertram2015SouthAH,
  title={South African History textbook research – a review of the scholarly literature},
  author={Carol Bertram and Johan Wassermann},
  journal={Yesterday and Today},
  year={2015},
  pages={151-174}
}
School history textbooks are seen to embody ideological messages about whose history is important, as they aim both to develop an ‘ideal’ citizen and teach the subject of history. Since the 1940s, when the first study was done, there have been studies of South African history textbooks that have analysed different aspects of textbooks. These studies often happen at a time of political change (for example, after South Africa became a republic in 1961 or post-apartheid) which often coincides with… 

Tables from this paper

Analysing the Presentation of the 1976 Soweto Uprising in Grade 9 History Textbooks
Abstract The Soweto Uprising comprised a series of protests led by secondary school students in South Africa that began on 16 June 1976. Historians and political analysts concur that the Soweto
A comparative investigation into the representation of Russia in apartheid and post-apartheid era South African History textbooks
In this comparative study we employed a quantitative approach, underpinned by the interpretivist paradigm, to analyse the content on Russia as found in Apartheid and post-Apartheid History textbooks.
"Better a barefoot than none": Influences of Nationalist ideologies on girlhood in the history classroom
  • Y. Woest
  • Sociology
    Yesterday and Today
  • 2021
ABSTRACT 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.

References

SHOWING 1-10 OF 55 REFERENCES
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
South Africa's revised history curriculum on globalism and national narratives in grade 12 textbooks
Transcontinental trends, for example, to change history curricula as highlighted by LaSpina, fit the South African shoe very well. The multicultural, global-like model of representation in history
How school history textbooks position a textual community through the topic of racism
History textbooks have a significant role to play, especially in South African classrooms, where many teachers have no access to any other media or subject knowledge. The importance of textbooks was
Migration, Citizenship and South African History Textbooks
Abstract This article examines how the nation and citizenship are addressed in new South African history textbooks with reference to two key issues: changing approaches to textbook analysis,
The impact of role reversal in representational practices in history textbooks after Apartheid
History became a mere sub-section in the broad category of social sciences in the (then) new Curriculum 2005, significantly diluting it as a school subject. Yet the rewriting of South African history
Learning empathy through school history textbooks? A case study
Historical perspective-taking or learning empathy are important skills that the South African history curriculum wishes to promote in schools in its quest to heal the injustices and divisions of the
Transcontinental Reflections in the Revised South African History Curriculum on Globalism and National Narratives (and its Reflection in Grade 12 Textbooks)
The early twenty-first century evidenced a worldwide change in History teaching through the means of several revised History curricula in the further education and training (FET) phase (high schools)
Reflexive Grappling with Theory and Methods of Text Analysis: Race and Racism Represented in History Textbooks
ABSTRACT Theoretical and methodological matters pertaining to school textbook analysis are an under-researched and under-documented area of specialisation. In this article I attempt to contribute to
The contested nature of heritage in Grade 10 South African History textbooks: A case study
Using the interpretivist paradigm and approached from a qualitative perspective, this case study produced data on three purposively selected contemporary South African history textbooks with regards
From Auschwitz to apartheid – conceptual representations in history textbooks
Abstract The transformation of the South African curriculum for high school history meant that, according to outcomes-based education philosophy, conceptual representations largely replaced the
...
...