Titlebook: History Education in Africa; Research, Perspectiv Gideon Boadu,Charles Adabo Oppong Book 2024 The Editor(s) (if applicable) and The Author(

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書目名稱History Education in Africa網(wǎng)絡(luò)公開度學(xué)科排名




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書目名稱History Education in Africa年度引用學(xué)科排名




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書目名稱History Education in Africa讀者反饋學(xué)科排名

Prostaglandins

Can History Teaching Contribute Towards Saving the Planet? Reflections on the Value of Including Enerstanding that the planet is in the age of the Anthropocene, and current environmental challenges emanate largely from the way humans have interacted with the environment over the past two centuries. This has contributed to climate change-induced disasters. Additionally, humanity is facing air and

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Re-thinking the South African School History Curriculum: Theorising Indigenous Archives of History,his are Western archives of history that are problematic as they have been epitomised in an objective and universal way that only imputes truth to colonial ideas of history. Considering that most people within the South African education system come from indigenous communities, the curriculum become

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,Do Minoritized Cultures Matter? Ethnicity, Identity, and the Politics of Inclusion in Ghana’s Histocy deficiencies that inform, drive, and accentuate these deficiencies. The history and social studies syllabi in Ghana’s pre-university education system were analysed to understand the breadth of coverage given to the history, cultures, and experiences of ethnically minoritized groups, namely, autoc

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Learning Difficult Histories: The Role of Monuments and Museums,emember these phenomena. This chapter compares how the Transatlantic Slave Trade and the Holocaust are studied using memory culture. Specifically, it looks at the availability of monuments in Germany and Ghana to represent the Holocaust and slave trade, how they are taught and discussed in schools,

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abysmal

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Towards a Decolonized Assessment for History Teaching and Learning in Post-Apartheid South Africa,ricanization of the country’s education, especially the discipline of history. This is because part of the students’ critique of postcolonial education in South Africa, was its monolithic epistemic nature and alienating pedagogic cultures. Hence, much of the decolonial scholarship produced since the