We propose a new framework for understanding post-conflict history education based on ethnographic fieldwork in the same South African school two decades apart. We explore how and why teachers engage with the legacies of conflict in 1998 and 2019 by investigating how they draw boundaries around 1) time, what the conflict period is and how stark…

According to the South African curriculum, two of the aims of learning history are to learn the process of historical enquiry and to understand historical concepts such as the use of historical sources and examining evidence. This paper explores how a sample of seven social science South African textbooks uses historical sources to enable learners…

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 Uprising was a watershed in the national liberation struggle and ushered in the demise of the apartheid system. This article examines the presentation of the Soweto…

This study examined the role of history education for nation building in Ethiopia, Germany Rwanda, South Africa, Switzerland, and USA using a comparative research method. Student textbooks and syllabi were the main data sources. Document review was the principal data-gathering tool and the data was analysed qualitatively. Findings revealed that…

This article focuses on the larger project of identifying oppressive structures (during apartheid more specifically in this instance) and how educational policy/textbooks (post-apartheid) produce transformative knowledge for decolonization. It presents Black South African teacher perceptions and desires of what/how educational policy, history…

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 female voices of the past and present, and deconstructs realist historical narrative. Our aim in this article is to discuss feminist…

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 whether or not a sample of these textbooks had built upon the gender equality initiatives introduced after 1994. A qualitative intrinsic case study was…

The book is entitled History Wars in the Classroom: Global Perspectives and examines how ten separate countries have experienced debates and disputes over the contested nature of the subject, for example the "Black Armband" and "Whitewash" factions in Australia who adopt opposingly celebratory or denigratory views of Australian…

Looks at problems encountered in the development of an interdisciplinary course on South Africa by two African history and English literature instructors. Focuses on problems related to timing, student expectations, and the balanced integration of materials from both disciplines. (AYC)

The issue of history, specifically history textbooks, has been at the center of South Africa's educational reform debates for years. One of the consequences of South Africa's delayed curricular reform is the continued use of apartheid-era history textbooks, which, among other things, deny European colonization and conquest and claim that whites…

The "ISSS Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. The following papers are included in the 2013 proceedings: (1) Teaching About Asia in a Social Science Education Program (Cyndi Mottola Poole and Joshua L. Kenna); (2) Teaching Students about…