Kooperativer Bibliotheksverbund

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Format: 1 online resource (354 pages)

Edition: 1st ed.

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