The history of History in South African secondary schools, 1994-2006

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dc.contributor.advisorBarnes, Teresa
dc.contributor.authorEbot, Tabe Fidelis
dc.contributor.otherDept. of History
dc.contributor.otherFaculty of Arts
dc.date.accessioned2013-08-20T12:45:54Z
dc.date.accessioned2024-03-26T06:48:46Z
dc.date.available2009/11/30 08:58
dc.date.available2009/11/30
dc.date.available2013-08-20T12:45:54Z
dc.date.available2024-03-26T06:48:46Z
dc.date.issued2008
dc.descriptionMagister Artium - MAen_US
dc.description.abstractThis MA thesis investigates the decision to marginalize History in C2005 at a time when there were expectations of the importance of the discipline in a democratic South Africa. It argues that the marginalization of the discipline in C2005 was not solely based on pedagogical reasons, but that it might have been influenced by political agendas. My research provides support for this view with evidence of the procedures inside the relevant government education policy committees. In addition, it explores the debates and processes that led to the reinstatement of the discipline in the Revised National Curriculum Statement for schools that was approved in April 2002 by the South African Cabinet.en_US
dc.description.countrySouth Africa
dc.identifier.urihttps://hdl.handle.net/10566/9726
dc.language.isoenen_US
dc.publisherUniversity of the Western Capeen_US
dc.rights.holderUniversity of the Western Capeen_US
dc.subjectHistoryen_US
dc.subjectStudy and teachingen_US
dc.titleThe history of History in South African secondary schools, 1994-2006en_US
dc.typeThesisen_US

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Magister Artium - MA (History)