Vol. 26 (2021): Yesterday and Today

View Vol. 26 (2021): Yesterday and Today

Published: 2022-01-24

Editorial

Editorial

Johan Wassermann, Denise Bentrovato
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Articles

Utilizing a Historically Imbedded Source-Based Analysis Model (HISBAM) in the History school classroom

Byron Bunt, Pieter Warnich
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Education and the public good: Foregrounding education in history

ET Smith
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People, space and time strategy: Teaching History through image analysis at a rural secondary school in Limpopo Province

Mahunele Thotse
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FALLISM AS DECOLONIALITY: TOWARDS A DECOLONISED SCHOOL HISTORY CURRICULUM IN POST-COLONIAL-APARTHEID SOUTH AFRICA

Paul Maluleka
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“Better a barefoot than none”: Influences of Nationalist ideologies on girlhood in the history classroom

Y Woest
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Silenced and Invisible Historical Figures in Zambia: An Analysis of the Visual Portrayal of Women in Senior Secondary School History Textbooks

Edward Mboyonga
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How should a national curriculum for History be quality assured? The case of the South African Curriculum and Assessment Policy Statement (CAPS)

Rob Siebörger
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Hands-on Articles

Navigating and adapting the History curriculum as an official policy to realities on the ground in Eswatini, Waterford Kamhlaba United World College

HP Dlamini
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The History curriculum in Zimbabwe: Wishlist versus realities on the ground

Josiphat Gwezhira, Shadreck Machokoto
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Reflections on Sessional Paper No 10, 1965, a government policy paper that widened the economic, social and political divide in Kenya

Leonard Mwangangi
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CHALLENGES RELATED TO THE ZAMBIAN HISTORY CURRICULUM

Tinashe Muzungaire
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Book Reviews

Teaching African History in schools: Experiences and perspectives from Africa and beyond

Dorothy Kyagaba Sebbowa
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U Zulu: Umlando Nobuqhawe BukaZulu (The history and heroism of the Zulu nation)

Derick Myeni
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History of South Africa from 1902 to the present

Paballo Moerane
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Full Issue

Full Yesterday&Today No. 26, December 2021

Johan Wassermann
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