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Learning about controversial issues in school history: the experiences of learners in KwaZulu-Natal schools.

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dc.contributor.authorWassermann, Johannes Michiel.
dc.date.accessioned2012-12-12T08:44:32Z
dc.date.available2012-12-12T08:44:32Z
dc.date.created2011
dc.date.issued2011
dc.descriptionJournal article.en
dc.description.abstractUnder Apartheid, History was taught according to a positivist model in which it was claimed that “objective truthful History” was passed on to learners. Consequently, since both learners and teachers were expected to subscribe to History in an uncritical manner, educational engagement with controversial issues hardly ever occurred and multiple perspectives to topics were not explored. At face value at least, the idea was created that History was taught in a neutral manner. In reality, school History was dominated by an Apartheid paradigm, an Afrikaner Nationalist framework and content to support this. As a result History was used as a tool to legitimise Apartheid. Since 1994, the Apartheid educational legacy has been dismantled and a new curriculum, the National Curriculum Statement (NCS), and a new educational philosophy, Outcomes Based Education (OBE), have been implemented.en
dc.identifier.citationWassermann, J. 2011. Learning about controversial issues in school history: the experiences of learners in KwaZulu-Natal schools. Journal of Natal and Zulu History 29, pp. 131-157.en
dc.identifier.issn0259-0123
dc.identifier.urihttp://hdl.handle.net/10413/8213
dc.language.isoenen
dc.publisherUniversity of KwaZulu-Natal.en
dc.subjectEducation--South Africa.en
dc.subjectEducational change--South Africa.en
dc.subjectOutcomes-based education--South Africa.en
dc.subjectNational Curriculum Statement (NCS).en
dc.subjectHistory--Study and and teaching--KwaZulu-Natal.en
dc.titleLearning about controversial issues in school history: the experiences of learners in KwaZulu-Natal schools.en
dc.typePeer reviewed journal articleen

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