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The development of historical consciousness in the teaching of history in South African schools

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dc.contributor.advisor Schoeman, Sonja en Mazabow, Gerald en 2009-08-25T10:50:16Z 2009-08-25T10:50:16Z 2009-08-25T10:50:16Z 2003-11-30 en
dc.identifier.citation Mazabow, Gerald (2009) The development of historical consciousness in the teaching of history in South African schools, University of South Africa, Pretoria, <> en
dc.description.abstract The advent of democracy in South Africa necessitated a radical transformation in education. It was recognised from the outset that the revision of History education was an activity that had to be accorded special consideration if the renaissance of education in South African public schools was to become a reality. Yet, precisely at a time when the nurturing of historical consciousness, especially among the youth, is so urgent an undertaking, the subject History is increasingly being judged as lacking in utilitarian purpose, and is deemed irrelevant and meaningless. A strong need is thus felt among History educationists to strengthen History studies because of its importance not only in itself but also because a knowledge of the past is crucial to an understanding of the present. In a South African educational context this thesis attempts to make a contribution to this worthwhile endeavour. It investigates the nature, functions, changing modes and historical role of historical consciousness in the writing and teaching of History in South Africa; proposes a heightened interest in adopting an outcomes-based approach to the teaching of history; and advocates an historical consciousness approach to the teaching of History to learners in the Further Education and Training phase (schools), within the framework of the above-mentioned Outcomes-based Education system. It recommends, among others, the training and retraining of teachers in the historical consciousness approach; the adoption of a fresh methodology; and the revamping and strengthening of the content and scope of the present curriculum to accommodate the new historical consciousness approach. The thesis concludes with a set of recommendations which could serve as a basis for the nurturing of historical consciousness in the South African History classroom. en
dc.format.extent 1 online resource (xiii, 291 p.) en
dc.language.iso en en
dc.subject Assessment en
dc.subject Didactics of History en
dc.subject History teaching en
dc.subject Modes of historical consciousness en
dc.subject History studies en
dc.subject Learning programmes en
dc.subject South African public schools en
dc.subject Further Education and Training phase (schools) en
dc.subject Outcomes-based education en
dc.subject Historical consciousness en
dc.subject.ddc 907.1268
dc.subject.lcsh Education, Higher -- South Africa en
dc.subject.lcsh History -- Study and teaching -- South Africa en
dc.subject.lcsh Public schools -- South Africa en
dc.subject.lcsh Competency based education -- South Africa en
dc.title The development of historical consciousness in the teaching of history in South African schools en
dc.type Thesis en
dc.description.department Educational Studies en D.Ed. (Didactics) en

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