Vol. 31 No. 1 (2024) | Yesterday and Today

Unravelling Second-Order Concepts in South African History Textbooks

Pranitha Bharath

10-36

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The Continued Absence of the LGBTIQA+ Community in School History Textbooks in Post-Apartheid South Africa

Paul Maluleka, Sarah Godsell

37-61

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Reflecting on a Decolonial educational praxis in South African public schools

Paul Hendricks

62-85

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Teacher Perceptions on the Possibility of Integrating History and Citizenship in the Lesotho Curriculum: A Case of Three Secondary Schools

Walter Sengai, N.L. Ntlama

86-109

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Bernard Lazarus Emanuel Sigamoney: A Multi-Faceted School Teacher’s Biography

Francois Cleophas

110-134

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De Aar: Lines of Architecture in the Making of a South African Town (1902–1977)

Robyn Schnell

141-145

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Why History Education?

Zama Nkabinde

146-148

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Universities, Apartheid, and Decolonisation Uprooting university apartheid in South Africa: From Liberalism to Decolonisation

Bronwyn Strydom

149-151

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Controversial Issues in History Education: Takeaways from an International Collaboration between the University of Pretoria (South Africa) and Leipzig University (Germany)

Pranitha Bharath

152-154

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Reflection: My personal experience with international collaboration between German and South African preservice history teachers

Chandani Maharaj

157-161

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Reflection: Exploring Teaching Controversial Topics in History between pre-service teachers from the University of Pretoria and the University of Leipzig

Kgothatso Ngobeni

162-163

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Reflection on teaching controversial issues in Germany and South Africa

Sello Cassius Mojela

164-166

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Preservice teachers’ voices from the University of Leipzig in Germany

Charlotte Paula Rex, Franziska Eckart

167-168

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Teachers Voice / Hands-on Articles

Sonja Surup

169-171

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History Didactics and Historical Culture

Friederike Urban

172-174

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10 years into the #MustFall Moment: Where are we in terms of responding to the Fallists’ demands within History (of) Education? What are the challenges and successes? Where are we headed and who is taking us there? (Working title)

Paul Maluleka, Sarah Godsell, Paul Hendricks , Soldaat Mohau

175-180

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Editorial policy

Johan Wasserman

181-190

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Yesterday and Today
Journal / Yesterday and Today / Vol. 31 No. 1 (2024) / Articles

Editorial

Editorial

Articles

Unravelling Second-Order Concepts in South African History Textbooks

The Continued Absence of the LGBTIQA+ Community in School History Textbooks in Post-Apartheid South Africa

Reflecting on a Decolonial educational praxis in South African public schools

Teacher Perceptions on the Possibility of Integrating History and Citizenship in the Lesotho Curriculum: A Case of Three Secondary Schools

Bernard Lazarus Emanuel Sigamoney: A Multi-Faceted School Teacher’s Biography

De Aar: Lines of Architecture in the Making of a South African Town (1902–1977)

Why History Education?

Universities, Apartheid, and Decolonisation Uprooting university apartheid in South Africa: From Liberalism to Decolonisation

Controversial Issues in History Education: Takeaways from an International Collaboration between the University of Pretoria (South Africa) and Leipzig University (Germany)

Reflection: My personal experience with international collaboration between German and South African preservice history teachers

Reflection: Exploring Teaching Controversial Topics in History between pre-service teachers from the University of Pretoria and the University of Leipzig

Reflection on teaching controversial issues in Germany and South Africa

Preservice teachers’ voices from the University of Leipzig in Germany

Teachers Voice / Hands-on Articles

History Didactics and Historical Culture

10 years into the #MustFall Moment: Where are we in terms of responding to the Fallists’ demands within History (of) Education? What are the challenges and successes? Where are we headed and who is taking us there? (Working title)

Editorial policy

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