Kooperativer Bibliotheksverbund

UID:

Format: XXI, 342 p. 19 illus., 15 illus. in color. , online resource.

Edition: 1st ed. 2024.

ISBN: 9783031613883

Content: "History Education in Africa: Research, Perspectives and Practices is a genuine and needed contribution to the decolonialization of African history education that speaks to every African national curriculum. Even as historians have made significant progress in decolonizing African history, many African national education systems have unfortunately lagged behind in incorporating accurate and African centred content and methodologies due to often dated and economically and politically hamstrung national curriculums. This work provides guidance and hope to African education practitioners and researchers to reclaim Africa's national history education curriculums." -Jamaine Abidogun, Ph.D., Professor Emeritus, History, Missouri State University, USA. This collection brings together African scholars in Africa and the diaspora to contribute to scholarly debates about critical issues in history teaching and learning in African schools. The book contributes to filling the gap in knowledge on African history, associated pedagogies and practices and its consequent effects on research and the declining popularity of history in African Schools. Specifically, the volume (a) examines current trends and practices in history education in African schools, (b) unveils the challenges and subtleties of teaching the next generation of teachers and students, and (c) examines classroom practices and opportunities for engagement with historical concepts in African schools. The book adds a much-needed African voice to the international history education literature and contribute to strengthening the place of history teaching and learning in Africa. Gideon Boadu is a Lecturer in Curriculum and Pedagogy Education at RMIT University, Melbourne, Australia. Charles Adabo Oppong is Associate Professor in History Education at the University of Cape Coast, Ghana. .

Note: Chapter 1. History Education in Africa: Research, Perspectives and Practices - An Introduction -- Chapter 2. History Education Research in Africa: A Systematic Scoping Review (2013-2023) -- Chapter 3. Can History Teaching Contribute Towards Saving the Planet? Reflections on the Value of Including Environmental History in the Zimbabwean Advanced Level History Curriculum -- Chapter 4. Re-thinking the South African School History Curriculum: Theorising Indigenous Archives of History -- Chapter 5. Do Minoritized Cultures Matter? Ethnicity, Identity, and the Politics of Inclusion in Ghana's History and Social Studies Curricula -- Chapter 6. The Use of Film as a Pedagogical Tool to Enhance Historical Consciousness in South African Postgraduate Students -- Chapter 7. Learning Difficult Histories: The Role of Monuments and Museums -- Chapter 8. Bringing History to Life: The Pedagogical Power of Heritage Sites -- Chapter 9. Teaching History in Zambia: The Use of Project Method in Reviving the Value of History Education -- Chapter 10. Teachers are Key: How Risk-Taking Teachers in Elite South African Schools 'Use' Apartheid History -- Chapter 11. Towards a Decolonized Assessment for History Teaching and Learning in Post-Apartheid South Africa -- Chapter 12. Assessing Silences in History Assessment: The Case of Representation of Women in Zambian Secondary School History Examination Papers, 2015-2022 -- Chapter 13. Sport at Wesley College, Cape Town, South Africa as a Descriptive 20th Century African History Education Project -- Chapter 14. From Department of History to Department of History and Heritage Studies: Discourse of Heritage at Mzuzu University in Malawi.

In: Springer Nature eBook

Additional Edition: Printed edition: ISBN 9783031613876

Additional Edition: Printed edition: ISBN 9783031613890

Additional Edition: Printed edition: ISBN 9783031613906

Language: English

DOI: 10.1007/978-3-031-61388-3

URL: https://doi.org/10.1007/978-3-031-61388-3

UID:

Format: 1 online resource (354 pages)

Edition: First edition.

ISBN: 9783031613883

Note: Intro -- Foreword -- About the Book -- Contents -- Notes on Contributors -- List of Figures -- List of Images -- List of Tables -- Chapter 1: History Education in Africa: Research, Perspectives, and Practices-An Introduction -- Chapter 2: History Education Research in Africa: A Systematic Scoping Review (2013-2023) -- Introduction -- Methodology -- Analysis -- Findings -- Key Themes and Concepts -- History -- Curriculum -- National -- Education -- Textbooks -- Journals That Published History Education Research from 2013 to 2023 -- Types of Articles Published and Methodologies Used -- Key Contributors -- Countries of Research Focus -- Limitations of the Literature Review -- Conclusion -- Appendix A: Articles Included in the Scoping Review -- Appendix B: List of Journals and Number of Articles Published from 2013 to 2023 -- References -- Chapter 3: Can History Teaching Contribute Towards Saving the Planet? Reflections on the Value of Including Environmental History in the Zimbabwean Advanced Level History Curriculum -- Introduction -- Theoretical Insights: Intersectionality and All-Inclusive Ecologies of Knowledge Approach, Based on a Trans-Modern Pluriversal View -- The Environment as a Global Concern -- Facets of the Global, Regional, and Local Environmental Challenges -- A Glimpse into Zimbabwean Environmental Historiography -- An Incomplete Curriculum? An Analysis of Zimbabwe Advanced Level History Syllabus -- Conclusion -- References -- Chapter 4: Re-thinking the South African School History Curriculum: Theorising Indigenous Archives of History -- Contextualisation: 'The Missing African Idiom in South African Historiography' -- A Critique of the South African School History Curriculum: 'Then and Now' -- Foregrounding Indigenous Archives: 'Shifting the Geography of Reason'. , Towards a Conclusion: Re-thinking the South African School History Curriculum -- References -- Chapter 5: Do Minoritized Cultures Matter? Ethnicity, Identity, and the Politics of Inclusion in Ghana's History and Social Studies Curricula -- Introduction -- Minoritized People in School Curricula -- Methodology -- Minoritized Ethnicities in the Ghanaian Pre-university Curricula -- Basic School History and OWOP Syllabus -- Junior High Social Studies Curricula -- The Senior High School Social Studies Syllabus -- Senior High School History Syllabus -- Implications -- Education Policy and Ethnic Inclusion in Curricula Content -- Recommendations -- Conclusion -- References -- Chapter 6: The Use of Film as a Pedagogical Tool to Enhance Historical Consciousness in South African Postgraduate Students -- Introduction -- Context -- Historical Consciousness and Film in History Education -- The Nature of Film in a Globalised World -- Pedagogical Considerations for Applying Film to History Education -- Details of the Activity -- Methodology -- Findings -- African Culture -- Gender Roles -- Political Strategies -- Economic Aspects -- Slavery -- Technological Advancement -- Discussion -- Conclusion -- References -- Chapter 7: Learning Difficult Histories: The Role of Monuments and Museums -- Introduction -- The Context -- Theoretical Underpinnings -- Embracing the Past Through Memory Culture -- Embracing a Tragic Past and Historical Empathy -- Methodology -- Research Design -- Sampling and Sample Size -- Data Collection -- Data Presentation and Analysis -- Results and Discussion -- Understanding the Difficult Past Through Monuments and Museums -- The Teaching of the Holocaust and Slave Trade in Schools -- What Are Participants' Reactions to Discussing the Holocaust and the Slave Trade? -- Conclusion -- Limitations of the Study -- References. , Chapter 8: Bringing History to Life: The Pedagogical Power of Heritage Sites -- Background and Introduction -- Literature Review -- Pedagogical Approaches to History Teaching in the Local Context -- Teacher's Perceptions of Constructivist Approach to History Teaching -- Fieldtrips to Heritage Sites as Pedagogical Tools -- Methodology -- Participants for the Study -- Data Production Method -- Ethical Considerations -- Data Analysis -- Findings and Discussion -- Theme 1: Fieldtrip and Visit to Museums and Heritage Sites-A Stimulus for Historical Learning -- Theme 2: Development of Historical Thinking and Analysis -- Theme 3: Teachers' Pedagogical Choices in Integrating Field Trips in the Teaching of History -- Theme 4: Teachers' Perception of Field Trips and Visit to Museums and Heritage Site as a Strategy for Teaching History -- Theme 5: Novice Teachers' Preparedness in Using Field Trips as a Pedagogy for History Teaching -- Conclusion and Implications -- References -- Chapter 9: Teaching History in Zambia: The Use of Project Method in Reviving the Value of History Education -- Introduction -- Overview of the Project Method in Zambian History Curriculum -- Methodology -- Findings on the Project Method and the Teaching of History in Zambia -- Instilling of Skills -- Enhancing Learner Feedback in Assessments and Examinations -- Fostering Linkages Between Learners and the Community -- Discussion of Findings -- Instilling of Skills -- Enhancing Learner Feedback in Assessments and Examinations -- Foster Linkages Between Learners and the Community -- Opportunities of Using the Project Method in History Teaching in Zambia -- Conclusion -- References -- Chapter 10: Teachers Are Key: How Risk-Taking Teachers in Elite South African Schools 'Use' Apartheid History -- Introduction -- The South African Context -- History Education in South Africa. , Literature Review and Conceptual framework -- Methodology -- Findings I: What's the Point of History Education According to Teachers in Elite Western Cape Schools? -- Findings II: Realizing the Social Utility of History in the Classroom -- Conclusion -- References -- Chapter 11: Towards a Decolonized Assessment for History Teaching and Learning in Post-Apartheid South Africa -- Introduction -- Theoretical Insights: Maton's Epistemic-Pedagogic Device -- The Production Field -- The Recontextualization Field -- The Reproduction Field -- Maton's Epistemic-Pedagogic Device -- Decolonial Articulations -- Coloniality of Power -- Coloniality of Knowledge -- Coloniality of Being -- Existing Assessment Practices -- Toward a Decolonized Assessment for History Teaching and Learning in Post-Apartheid South Africa -- Conclusion -- References -- Chapter 12: Assessing Silences in History Assessment: The Case of Representation of Women in Zambian Secondary School History Examination Papers, 2015-2022 -- Introduction and Background -- Assessment Practices in Zambian Secondary Schools -- Gender-Inclusive Curriculum in Zambia -- Representation of Women in the History Curriculum -- Theoretical Framework: A Decolonial Approach Towards History Assessment -- Methodological Approach -- Findings on the Representation of Women in Zambian Secondary School History Examination Papers, 2015-2022 -- Discussion of Findings -- Numerical Representation of Female Characters -- The Portrayal of Female Characters Through Images -- Reinforcing the Coloniality of Power and Knowledge Through Gender Biases in Examination Papers -- Way Forward on Decolonising History Assessments Towards Gender Inclusivity -- Conclusion -- References -- Chapter 13: Sport at Wesley College, Cape Town, South Africa, as a Descriptive Twentieth-Century African History Education Project -- Education in South Africa. , Wesley College, Cape Town -- Sport at Wesley -- Athletics at Wesley College -- Harry Hendricks and Norman Stoffberg -- Conclusion -- References -- Chapter 14: From Department of History to Department of History and Heritage Studies: Discourse of Heritage at Mzuzu University in Malawi -- Introduction -- Crisis in the Humanities in Africa and Reconstitution of History -- A Synopsis on the Discourse of Heritage -- Precedents and Trajectories of Heritage Education in Africa -- Discourse of Heritage and Sustainable Development at Mzuzu University -- The Implications of Discourse of Heritage in the New Department of History and Heritage Studies at Mzuzu University -- Conclusion -- References -- Index.

Additional Edition: Print version: Boadu, Gideon History Education in Africa Cham : Palgrave Macmillan,c2024 ISBN 9783031613876

Language: English