Defining History as a School Subject

Geschichte als Schulfach definieren

Abstract: History curriculum documents for schools often contain a statement providing a description or definition of the nature of the subject. Recent developments in South Africa draw attention to the need to provide a justification for the vision and purpose of History as a school subject.
DOI: dx.doi.org/10.1515/phw-2016-5169
Languages: English, German

History curriculum documents for schools often contain a statement providing a description or definition of the nature of the subject. Recent developments in South Africa draw attention to the need to provide a justification for the vision and purpose of History as a school subject.

 

History lessons and “Nation Building”

In response to calls[1] made earlier in 2015 for History to be a compulsory subject[2] in South African schools and for the history curriculum to be “strengthened,” the Minister of Basic Education appointed a Task team[3] to investigate and research the matter and held a “round table” consultation with interested groups in December 2015. In her own words, she supported the intervention on the grounds that, “[m]edia reports indicated that many of those who participated in the looting, violence and vandalism (during… xenophobic attacks) were youths … we need to equip our youth with an accurate account of our h…


Categories: 4 (2016) 1
DOI: dx.doi.org/10.1515/phw-2016-5169

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  1. The Present Dutch Curriculum Revision

    The Netherlands saw in 2015 the start of a broad discussion about the curriculum of the future. A first draft report was published in October last year.[1] A second draft will be presented January 23.

    According to this draft, education should focus on qualification, socialisation and personal development. Historian Bas van der Meijden (Zwolle)[2] made a short movie in which he introduced a new model (the Agora-model) for learning in which he elaborated basic ideas.[3]

    Unfortunatedly there is only a Dutch version of the report and the movie.

    The Platform 2032 asked the OECD to write a paper about the underlying motives for a redesign of the curriculum.[4]

    The new curriculum is about a new balance between the aims of education regarding qualification, socialization and personal development:
    – Knowledge and skills[5]
    – Globalization and social cohesion [6]
    – Personal development[7]

    References
    [1] Platform onderwijs 2032 – http://onsonderwijs2032.nl/wp-content/uploads/2015/09/Hoofdlijn-advies-Een-voorstel-Onderwijs2032.pdf (last accessed 2016/1/22).
    [2] From the Windesheim University for Applied Sciences.
    [3] Vorming in het onderwijs door Bas van der Meijden 2016 – https://www.youtube.com/watch?v=uXOt5t8Wz0g&feature=youtu.be (last accessed 16/1/22).
    [4] See: http://onsonderwijs2032.nl/wp-content/uploads/2015/09/OECD-Paper-4-BASIC-PRINCIPLES-FOR-CURRICULUM-REDESIGN.pdf (last accessed 16/1/22).
    [5] Knowledge/skills: http://onsonderwijs2032.nl/wp-content/uploads/2015/09/OECD-Paper-1-EVIDENCE-ABOUT-KNOWLEDGE-AND-SKILLS-FOR-WORK-AND-LEARNING.pdf (last accessed 2016/1/22).
    [6] Globalization/social cohesion: http://onsonderwijs2032.nl/wp-content/uploads/2015/09/OECD-Paper-2-GLOBALIZATION-AND-SOCIAL-COHESION.pdf (last accessed 2016/1/22).
    [7] Personal development: http://onsonderwijs2032.nl/wp-content/uploads/2015/09/OECD-Paper-3-PERSONAL-DEVELOPMENT.pdf (last accessed 2016/1/22).

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