Vol. 27 No. 1 (2022) | Yesterday and Today

Published: 2023-11-10

History Education greetings

Johan Wassermann

9-12

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Using a historical memoir to improve curriculum coherence in teacher education: The case of Trevor Noah’s Born a Crime

Andy Carolin, Taryn Bennett

13-42

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Unpacking the past: The ambivalent legacy of colleges of education

Maureen Robinson

43-64

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Trends in African philosophy and their implications for the Africanisation of the South Africa history caps curriculum: a case study of Odera Oruka philosophy

Paul Maluleka, Thokozani Mathebula

65-90

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Knowledge, power and school history in post-independence Malawi: A critical analysis of curriculum change (1964-2022)

Denise Bentrovato, Nerva Dzikanyanga

91-116

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History Education during COVID-19: Reflections from Makerere University, Uganda

Dorothy Kyagaba Sebbowa

117-142

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Practical history lessons as a tool for generating procedural knowledge in history teaching

Charles Oppong, Adjei Adjepong, Gideon Boadu

143-162

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A Review of Negotiating Racial Politics in the Family: Transnational histories touched by National Socialism and Apartheid

Marisa Lombard

177-180

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Pretoria Archaeology Club for Schools: Bridging the gap between archaeology and the school history curriculum
Archaeology and the knowledge gap

Mpho Manaka

163-172

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Asinakuthula collective: Re-membering women’s histories

Tinyiko Sithole

173-176

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Yesterday and Today
Journal / Yesterday and Today / Vol. 27 No. 1 (2022) / Articles

Editorial

History Education greetings

Articles

Using a historical memoir to improve curriculum coherence in teacher education: The case of Trevor Noah’s Born a Crime

Unpacking the past: The ambivalent legacy of colleges of education

Trends in African philosophy and their implications for the Africanisation of the South Africa history caps curriculum: a case study of Odera Oruka philosophy

Knowledge, power and school history in post-independence Malawi: A critical analysis of curriculum change (1964-2022)

History Education during COVID-19: Reflections from Makerere University, Uganda

Practical history lessons as a tool for generating procedural knowledge in history teaching

Book Review

A Review of Negotiating Racial Politics in the Family: Transnational histories touched by National Socialism and Apartheid

Teacher's Voice/Hands-On Articles

Pretoria Archaeology Club for Schools: Bridging the gap between archaeology and the school history curriculum
Archaeology and the knowledge gap

Asinakuthula collective: Re-membering women’s histories

Journal Identifiers