South Africa's revised History curriculum on globalism and national narratives in grade 12 textbooks
Keywords:
Revised South African History Curriculum, globalism, national narratives, grade 12, history textbooks, globalisation, trans-continental trends, history curriculum development, curriculum transformation, outcomes based education, assessment in history, Kader Asmal, inclusive history, Hersiene Geskiedeniskurrikulum vir Suid-Afrika, globalisme, nasionale vertellinge, graad 12, geskiedenis skoolhandboeke, globalisering, transkontinentale tendense, geskiedeniskurrikulumontwikkeling, kurrikulum transformasie, uitkomsgerigte onderwys, assessering in geskiedenis, inklusiewe geskiedenisAbstract
English
The early twenty-first century evidenced a worldwide change in teaching History through the means of several revised History curricula in the Further Education and Training (FET) Phase, and the development of textbooks as a result of this revision. In South Africa these trends have coincided with a period of educational transformation since the African National Congress (ANC) took over as the leading political party in 1994. After 16 years of democracy the transformational outcome also saw a change in the approach to History in the school curriculum and textbooks. This article is structured to debate globalism and national narratives as themes in South Africa’s revised History curriculum. The aim is to precipitate a critical discussion on the general interpretation of these themes in the grade 12 History textbooks. This is also a way of ensuring that educators and learners are aware of the strengths and weaknesses of the textbooks on these themes for the day when they will be activated as part of the teaching and assessment programme for grade 12 History.
Afrikaans
Die hersiene Suid-Afrikaanse Geskiedeniskurrikulum oor globalisme en nasionale vertellinge in die jongste graad 12-skoolhandboeke
Ten aanvang van die een-en-twintigste eeu is ƌ wêreldwye tendens van verandering binne die onderrig van Geskiedenis as vak/dissipline opgemerk deurdat ƌ aantal hersiene geskiedeniskurrikula bekend gestel is. Hierdie tendens was ewe sigbaar in die Verdere Onderwys en Opleidingsfase (VOO) van Suid-Afrika veral in die ontwikkeling van nuwe geskiedenishandboeke vir gebruik in skole. Hierdie tendens het saamgeval met ƌ fase van onderwystransformasie, veral nadat die African National Congress (ANC) vanaf 1994 as leidende politieke party die regeringsbestuur oorgeneem het. Na 16 jaar het hierdie gebeurtenis en onderwysgerigte veranderinge ook ƌ sigbare uitwerking op die benadering tot die onderrig van Geskiedenis gehad. Dit is onder meer sigbaar in die hersiene VOO-Geskiedeniskurrikulum en in die handboeke wat in die afgelope jare ontwikkel is. In hierdie artikel word kortliks gefokus op die algemene benadering van globalisme en nasionale vertellinge as temas (soos in die hersiene Geskiedeniskurrikulum op graad 12-vlak) in die jongste skoolhandboeke. Dit is dan hoofsaaklik veronderstel om ƌ voortydige debat te wees oor besorgdhede daarin vervat, en die wyse van hantering van hierdie temas in die graad 12 Geskiedenishandboeke vir wanneer dit wel in die toekoms aktief as deel van die onderrig- en assesseringsprogram sal geld.
