Project topics and materials
Get Complete Project Material File(s) Now! »
SUMMARY
This invest i gat ion is an attempt to demonstrate the role of hi story teaching in the interconnectedness of national consciousness and historical consciousness. Because of its central role in South African history since the 1880’s, particular attention is paid to the phenomenon of Afrikaans nationalism.
The functions of history teaching for the orientation, identity-formation and legitimation needs of a nation-state are examined in depth. The importance of a positive self-image to a nation and conversely of hosti le images of those deemed outside the nation, are indicated. History syllabuses reflect the officially sanctioned view of the past, whi 1 e textbooks reveal much about the author’ s hi stori ca perspective, bias and prejudices.
The investigation covers the period 1839 to the present, in all four provi nces, A selection of school hi story syll abuses and textbooks of the period reviewed are examined, according to criteria adapted from the Georg Eckert Institute model. The analysis is both quantitative and qualitative.
Between 1839 and 1918 history syllabuses and textbooks in the Cape and Natal reflect the absolute dominance of the Imperial ideal. Yet the growing self-consciousness of the two young states is also evident. The stereotypes and master symbols which survive today have their origins in this period.
Before 1879 there was 1 itt 1 e nati ona 1 consci ousness among Afri kaners. This is reflected in the lack of historical consciousness in the curri cu1 urn of Repub 1 i can school s. After the cri ses of 1879-81, the Republican Governments increasingly recognized the value of history teaching in establishing an identity, legitimizing their existence, and providing national orientation.
Following the demise of the Republics in 1900, the British authorities actively attempted to Ang1icise Afrikaner youth. This led to the establishment of Christian National Education Schools. After 1910, history syllabuses and most textbooks reflect a desire to reconcile the two White language groups.
While the syllabuses of the period between 1918 and 1948 attempt to be pol itica11y neutral, the textbooks of the period clearly mirror two different interpretations of the South African past: a pro-British, and an Afri kaner Nati ona 1 i st. The resurgence of Afri kaner nati ona 1 i sm is described.
During the period of National Party rule since 1948, history syllabuses and many textbooks have reinforced republicanism, and attempted to legitimate Apartheid. Although the pace of political and social change has been acce1erating,-particu1ar1y during the past decade, the history syllabuses presently in use still reflect a sectional, petrified image of a 1 arge 1y mythi ca 1 past. Whi 1 e the use of epi thets and derogatory language in textbooks continued well into the 1970 1s, bias and prejudice in textbooks has become less obvious. Yet history syllabuses and textbooks are still expected to fulfil an orientation, legitimation and identity-formation function for Afrikaans-speaking Whites only.
The official view of South Africa1s past is being challenged on a wide front. If school history is to playa role in bringing about a new dispensation in South Africa, an urgent and fundamental revision of schoo 1 hi story sy11 abu·ses and textbooks is requi red. There are numerous international models which could serve as useful examples. Government pronouncements in recent times seem to indicate that the State would be receptive to such revision.
PART I
CHAPTER 1 NATIONALISM AND HISTORY
THE NATION, NATIONAL CONSCIOUSNESS AND HISTORICAL CONSCIOUSNESS
THE NATURE OF NATIONALISM
NATIONAL CALLING AND DESTINY, AND MESSIANISM
THE NATURE OF AFRIKANER NATIONALISM
4.1. The Afrikaners· Historical Perspective
4.2. The Afrikaners· Sense of Calling
4.3. Cultural Uniqueness and Apartheid
4.4. Christian National Education and History
CHAPTER 2 HISTORY IN THE CLASSROOM.
1 THE DEBATE ON WHAT SHOULD BE TAUGHT AND HOW
2 THREE FUNCTIONS OF HISTORY TEACHING
2.1. History and the Identity-Formation Function
2.2. The Legitimation Function of History Teaching
2.3. National Orientation and the Teaching of History
3 THE ABUSE OF HISTORY: BIAS, STEREOTYPES AND MASTER SYMBOLS IN HISTORY TEXTBOOKS
3.1. Textbooks in History Teaching
3.2. B1as in History Teaching
3.3 Stereotypes and Prejudices
3.4 Master Symbols
CHAPTER 3 HISTORY TEACHING IN CAPE AND NATAL SCHOOLS 1839 – 1918
INTRODUCTION
HISTORY AS A SCHOOL SUBJECT IN THE CAPE COLONY
THE TEACHING OF HISTORY IN NATAL SCHOOLS UP TO 1918
CHARACTERISTICS OF CAPE AND NATAL HISTORY SYLLABUSES TO 1918
ANALYSIS OF TEXTBOOKS IN CAPE AND NATAL SCHOOLS UP TO 1918
SUMMARY
CHAPTER 4 AFRIKANER STIRRINGS: NATIONAL CONSCIOUNSESS AND THE TEACHING OF HISTORY IN REPUBLICAN SCHOOLS TO 1900
1. THE AWAKENING OF AFRIKANER NATIONALISM
2. HISTORY TEACHING IN THE BOER REPUBLICS TO 1900
2.1. The content of history teaching in the Z.A.R.
2.2. History Teaching in the Orange Free State
2.3. Characteristics of Republican Histor Syllbuses
2.4. The Availability of Textbooks in the Republics
2.5. The Influence of Theal on South Africn Historiography Digitised by the University of Pretoria, Library Services
3. AN ANALYSIS OF HISTORY TEXTBOOKS USED IN REPUBLICAN SCHOOLS TO 1900
3.1. Characteristics of Republican Texbooks
3.2. The Textbooks Analysed
4. SUMMARY
CHAPTER 5 HISTORY TEACHING IN THE TRANSVAAL AND ORANGE FREE STATE 1900-1918
1 • PAX BRITTANICA : MILNERISM AND BRITISH SUPREMACY 1900-1909
2. THE AFRIKANER POLITICAL REVIVAL AFTER 1905
3. HISTORY SYLLABUSES 1910-1918
4. SELECTED TEXTBOOKS: 1910-1918
4. 1. Characteristics of the Textbooks Analysed
4.2. Analysis of the Textbooks
CHAPTER 6 HISTORY TEACHING IN SOUTH AFRICAN SCHOOLS 1918-1948
CHAPTER 7 HISTORY TEACHING DURING THE PERIOD OF NATIONAL PARTY RULE 1948-1990
BIBLIOGRAPHY
