國立虎尾科技大學 |

History education in Africa = research, perspectives and practices /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	History education in Africa/ edited by Gideon Boadu, Charles Adabo Oppong.
Reminder of title:	research, perspectives and practices /
other author:	Boadu, Gideon.
Published:	Cham :Springer Nature Switzerland : : 2024.,
Description:	xxi, 342 p. :ill. (some col.), digital ; : 24 cm.;
Contained By:	Springer Nature eBook
Subject:	History - Study and teaching - Africa. -
Online resource:	https://doi.org/10.1007/978-3-031-61388-3
ISBN:	9783031613883

History education in Africa = research, perspectives and practices /
History education in Africaresearch, perspectives and practices /[electronic resource] :edited by Gideon Boadu, Charles Adabo Oppong. - Cham :Springer Nature Switzerland :2024. - xxi, 342 p. :ill. (some col.), digital ;24 cm.

Chapter 1. History Education in Africa: Research, Perspectives and Practices - An Introduction -- Chapter 2. History Education Research in Africa: A Systematic Scoping Review (2013-2023) -- Chapter 3. Can History Teaching Contribute Towards Saving the Planet? Reflections on the Value of Including Environmental History in the Zimbabwean Advanced Level History Curriculum -- Chapter 4. Re-thinking the South African School History Curriculum: Theorising Indigenous Archives of History -- Chapter 5. Do Minoritized Cultures Matter? Ethnicity, Identity, and the Politics of Inclusion in Ghana's History and Social Studies Curricula -- Chapter 6. The Use of Film as a Pedagogical Tool to Enhance Historical Consciousness in South African Postgraduate Students -- Chapter 7. Learning Difficult Histories: The Role of Monuments and Museums -- Chapter 8. Bringing History to Life: The Pedagogical Power of Heritage Sites -- Chapter 9. Teaching History in Zambia: The Use of Project Method in Reviving the Value of History Education -- Chapter 10. Teachers are Key: How Risk-Taking Teachers in Elite South African Schools 'Use' Apartheid History -- Chapter 11. Towards a Decolonized Assessment for History Teaching and Learning in Post-Apartheid South Africa -- Chapter 12. Assessing Silences in History Assessment: The Case of Representation of Women in Zambian Secondary School History Examination Papers, 2015-2022 -- Chapter 13. Sport at Wesley College, Cape Town, South Africa as a Descriptive 20th Century African History Education Project -- Chapter 14. From Department of History to Department of History and Heritage Studies: Discourse of Heritage at Mzuzu University in Malawi.

"History Education in Africa: Research, Perspectives and Practices is a genuine and needed contribution to the decolonialization of African history education that speaks to every African national curriculum. Even as historians have made significant progress in decolonizing African history, many African national education systems have unfortunately lagged behind in incorporating accurate and African centred content and methodologies due to often dated and economically and politically hamstrung national curriculums. This work provides guidance and hope to African education practitioners and researchers to reclaim Africa's national history education curriculums." -Jamaine Abidogun, Ph.D., Professor Emeritus, History, Missouri State University, USA. This collection brings together African scholars in Africa and the diaspora to contribute to scholarly debates about critical issues in history teaching and learning in African schools. The book contributes to filling the gap in knowledge on African history, associated pedagogies and practices and its consequent effects on research and the declining popularity of history in African Schools. Specifically, the volume (a) examines current trends and practices in history education in African schools, (b) unveils the challenges and subtleties of teaching the next generation of teachers and students, and (c) examines classroom practices and opportunities for engagement with historical concepts in African schools. The book adds a much-needed African voice to the international history education literature and contribute to strengthening the place of history teaching and learning in Africa. Gideon Boadu is a Lecturer in Curriculum and Pedagogy Education at RMIT University, Melbourne, Australia. Charles Adabo Oppong is Associate Professor in History Education at the University of Cape Coast, Ghana.

ISBN: 9783031613883

Standard No.: 10.1007/978-3-031-61388-3doiSubjects--Topical Terms:

1455222
History
--Study and teaching--Africa.

LC Class. No.: D16.4.A45

Dewey Class. No.: 907.1

History education in Africa = research, perspectives and practices /
LDR:04552nam a2200325 a 4500 001 1133922
003 DE-He213
005 20240713130858.0
006 m d
007 cr nn 008maaau
008 241213s2024 sz s 0 eng d
020 $a 9783031613883 $q (electronic bk.)
020 $a 9783031613876 $q (paper)
024 7 $a 10.1007/978-3-031-61388-3 $2 doi
035 $a 978-3-031-61388-3
040 $a GP $c GP
041 0 $a eng
050 4 $a D16.4.A45
072 7 $a JNMT $2 bicssc
072 7 $a EDU053000 $2 bisacsh
072 7 $a JNMT $2 thema
082 0 4 $a 907.1 $2 23
090 $a D16.4.A45 $b H673 2024
245 0 0 $a History education in Africa $h [electronic resource] : $b research, perspectives and practices / $c edited by Gideon Boadu, Charles Adabo Oppong.
260 $a Cham : $c 2024. $b Springer Nature Switzerland : $b Imprint: Palgrave Macmillan,
300 $a xxi, 342 p. : $b ill. (some col.), digital ; $c 24 cm.
505 0 $a Chapter 1. History Education in Africa: Research, Perspectives and Practices - An Introduction -- Chapter 2. History Education Research in Africa: A Systematic Scoping Review (2013-2023) -- Chapter 3. Can History Teaching Contribute Towards Saving the Planet? Reflections on the Value of Including Environmental History in the Zimbabwean Advanced Level History Curriculum -- Chapter 4. Re-thinking the South African School History Curriculum: Theorising Indigenous Archives of History -- Chapter 5. Do Minoritized Cultures Matter? Ethnicity, Identity, and the Politics of Inclusion in Ghana's History and Social Studies Curricula -- Chapter 6. The Use of Film as a Pedagogical Tool to Enhance Historical Consciousness in South African Postgraduate Students -- Chapter 7. Learning Difficult Histories: The Role of Monuments and Museums -- Chapter 8. Bringing History to Life: The Pedagogical Power of Heritage Sites -- Chapter 9. Teaching History in Zambia: The Use of Project Method in Reviving the Value of History Education -- Chapter 10. Teachers are Key: How Risk-Taking Teachers in Elite South African Schools 'Use' Apartheid History -- Chapter 11. Towards a Decolonized Assessment for History Teaching and Learning in Post-Apartheid South Africa -- Chapter 12. Assessing Silences in History Assessment: The Case of Representation of Women in Zambian Secondary School History Examination Papers, 2015-2022 -- Chapter 13. Sport at Wesley College, Cape Town, South Africa as a Descriptive 20th Century African History Education Project -- Chapter 14. From Department of History to Department of History and Heritage Studies: Discourse of Heritage at Mzuzu University in Malawi.
520 $a "History Education in Africa: Research, Perspectives and Practices is a genuine and needed contribution to the decolonialization of African history education that speaks to every African national curriculum. Even as historians have made significant progress in decolonizing African history, many African national education systems have unfortunately lagged behind in incorporating accurate and African centred content and methodologies due to often dated and economically and politically hamstrung national curriculums. This work provides guidance and hope to African education practitioners and researchers to reclaim Africa's national history education curriculums." -Jamaine Abidogun, Ph.D., Professor Emeritus, History, Missouri State University, USA. This collection brings together African scholars in Africa and the diaspora to contribute to scholarly debates about critical issues in history teaching and learning in African schools. The book contributes to filling the gap in knowledge on African history, associated pedagogies and practices and its consequent effects on research and the declining popularity of history in African Schools. Specifically, the volume (a) examines current trends and practices in history education in African schools, (b) unveils the challenges and subtleties of teaching the next generation of teachers and students, and (c) examines classroom practices and opportunities for engagement with historical concepts in African schools. The book adds a much-needed African voice to the international history education literature and contribute to strengthening the place of history teaching and learning in Africa. Gideon Boadu is a Lecturer in Curriculum and Pedagogy Education at RMIT University, Melbourne, Australia. Charles Adabo Oppong is Associate Professor in History Education at the University of Cape Coast, Ghana.
650 0 $a History $x Study and teaching $z Africa. $3 1455222
650 1 4 $a Teaching and Teacher Education. $3 783596
650 2 4 $a African Literature. $3 1116392
650 2 4 $a Pedagogy. $3 1148703
650 2 4 $a Educational Philosophy. $3 677294
700 1 $a Boadu, Gideon. $3 1455220
700 1 $a Oppong, Charles Adabo. $3 1455221
710 2 $a SpringerLink (Online service) $3 593884
773 0 $t Springer Nature eBook
856 4 0 $u https://doi.org/10.1007/978-3-031-61388-3
950 $a Education (SpringerNature-41171)