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| Autor/in | Kgari-Masondo, Maserole Christina |
|---|---|
| Titel | In pursuit of a decolonised history teacher. Agency and boldness in fostering change. |
| Quelle | In: International journal of research on history didactics, history education and history culture (JHEC), (2020) 41, S. 141-160Infoseite zur Zeitschrift |
| Beigaben | Literaturangaben S. 157-160 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 2749-8573 |
| Schlagwörter | High School; Lehrer; Lehrerbildung; Curriculum; Geschichtsunterricht; Kolonialismus; Nation; Indigenes Volk; Südafrika (Staat) |
| Abstract | This paper is a contribution to the current debates in academia on the decolonisation of the curriculum by focusing on History Teaching in Higher Learning and Basic Education. The paper is a self-study of the author's journey of teaching history from high school to university level. Journeying back into my high school teaching years is important as self-studies use the understanding of the present through past experience drawing from various sources such as auto-ethnography, self-study on teacher education, narrative enquiry and qualitative research. The paradigm used is a critical genre as it fits well with the reformation on the subjects of moving from a colonised style of teaching history to a decolonised approach. In this paper colonisation is termed as a system that subjugates any knowledge that is indigenous and uplifts western ways of knowing which has led to the oppression of all areas of indigenous people (Oelofsen, 2015). It has been shown throughout the paper that using colonised History epistemology learners miss much knowledge that could otherwise help them to live and contribute cordially in nation building. It is envisaged that liberation was spearheaded in the classroom by teachers to students in 1976 and more recently, in the 21st century, Consequently, it is pivotal for educators to be at the centre stage of transforming the current curriculum which is fraught with colonisation and alienates most of the society it is supposed to serve - Indigenous people. It is argued in the paper that much is written on decolonisation but less is documented on how the curriculum should be transformed by ensuring that both indigenous and western knowledge are accorded the same significance. The paper does not argue for the replacement of western knowledge. The article thus contributes to the area of how History teaching can be changed in this dispensation of decoloniality by looking through the eyes of a teacher who is a practitioner of the subject. |
| Erfasst von | Leibniz-Institut für Bildungsmedien | Georg-Eckert-Institut (GEI), Braunschweig |
| Update | 2023/1 |
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