History Curriculum and Teacher Training: Shaping a Democratic Future in Post-Apartheid South Africa?

Autor/inn/en	Tibbitts, Felisa L.; Weldon, Gail
Titel	History Curriculum and Teacher Training: Shaping a Democratic Future in Post-Apartheid South Africa?
Quelle	In: Comparative Education, 53 (2017) 3, S.442-461 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2017.1337399
Schlagwörter	History Instruction; Foreign Countries; Democracy; Social Change; Racial Segregation; Educational Change; Curriculum Development; Civil Rights; Justice; Faculty Development; Program Descriptions; Teacher Education Programs; Teaching Methods; Change Agents; Teacher Role; South Africa + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Ausland; Demokratie; Sozialer Wandel; Rassentrennung; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bürgerrechte; Grundrechte; Zivilrecht; Gerechtigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrolle; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Issues of transitional justice are central to countries moving away from identity-based conflict. Research tends to focus on the most well-known forms of transitional justice, like truth commissions. Far less attention has been given to education as a form of transitional justice, and even less to teacher professional development, even though education is central to signalling the new society and teachers are expected to become agents of change in their classrooms. This article focusses on history curriculum change in post-apartheid South Africa. We show how the post-apartheid South African government developed a human rights-based history curriculum but failed to support teachers to implement it. Aspects of these inadequacies included a failure to take into account the de-skilling of a large segment of the teaching population under apartheid and teachers' personal legacies of that era. Through a review of the teacher professional development programme, Facing the Past, this article demonstrates the possibility to implement teacher training programmes attuned to the particular needs of a transitional justice environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01