History Education in Africa: Research, Perspectives and Practices

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