The politics of history textbooks in South African classroom in the era of Curriculum 2005

Autores

  • Bekisizwe S. Ndimande University of Texas at San Antonio - UTSA San Antonio/Texas – United States

Resumo

South Africa has recently celebrated twenty years of political transition from apartheid government to a democratic nation. One of the important changes in this transition was the reform of classroom curriculum, including the nature of textbook content taught in post-apartheid South African schools. This article discusses the textbook content in the era of Curriculum 2005, a national curriculum statement introduced in 1997 and subsequently revised in 2002. First, I discuss the socio-political history of education in South Africa, including the transition from apartheid to post-apartheid as a context to this analysis. Second, I describe the limitations of history textbooks content taught in post-apartheid classrooms. Using critical theory, I argue that the content of newly adopted history textbooks did not radically interrupt the long-standing misrepresentation and underrepresentation of the political histories of marginalized groups in South Africa, although some textbooks have made progress than others.

Keywords: History Textbooks. South Africa. Post-Apartheid. Curriculum 2005. Critical Theory.

Biografia do Autor

Bekisizwe S. Ndimande, University of Texas at San Antonio - UTSA San Antonio/Texas – United States


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Publicado

2018-09-14

Como Citar

S. NDIMANDE, B. The politics of history textbooks in South African classroom in the era of Curriculum 2005. Revista Linhas, Florianópolis, v. 19, n. 41, p. 139 - 159, 2018. Disponível em: https://periodicos.udesc.br/index.php/linhas/article/view/1984723819412018139. Acesso em: 27 jul. 2021.