Decolonial History teachers' charter: A praxis guide

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dc.article.end-page288en_ZA
dc.article.start-page278en_ZA
dc.contributor.authorDollie, A.
dc.contributor.authorRamjain, A.
dc.contributor.authorVarachia, T.
dc.contributor.authorMaangoale, T.M.
dc.contributor.authorTshipugu, T.
dc.contributor.authorLaurence, T.
dc.contributor.authorLaher, Y.
dc.contributor.authorDabhelia, A.
dc.contributor.authorAbba, M.
dc.contributor.authorKaranie, A.
dc.contributor.authorMitha, A.
dc.contributor.authorMbuli, M.
dc.contributor.authorMogane, K.
dc.contributor.authorMontshioa, T.
dc.contributor.authorMamogobo, A.
dc.contributor.authorSahula, M.
dc.date.accessioned2022-05-20T12:14:47Z
dc.date.available2022-05-20T12:14:47Z
dc.date.issued2020
dc.description.abstractThe below text is a practical charter which calls for history teachers, students, learners and then the provincial and national Departments of Basic and Higher Education to decolonise. Decolonisation is often talked about in the abstract, it is separated out into curricula, pedagogy, or university spaces. This charter takes the argument into schools and explores several aspects of decolonisation in a substantial and detailed way. The charter was developed as a collective exercise in a history methodology class by third and fourth year Bachelor of Education students training to be histori(an) teachers. The idea from the charter emanated from the students, and was initially, pre-Covid, guided by the lecturer (see footnote 1); however, once Emergency Remote Teaching (ERT) began, the students took complete ownership of the project. The lecturer's only role was to make the charter an assignment, to give students impetus to carry on with the task. Students could work collectively on the Decolonial History Teacher's Charter, or work on and submit individual assignments. This is important because the desire, the heart, the intellectual work, and the collectivity all emanated from the students. The below document can serve, in our collective view, as an important guide to new and serving history teachers, students, learners, and scholars.en_ZA
dc.description.librarianMS2022en_ZA
dc.facultyFaculty of Humanitiesen_ZA
dc.identifier.citationDollie, Ammaarah, Ramjain, Aalia, Varachia, Taskeen, Maangoale, Tsepo Mpho, Tshipugu, Tendani, Laurence, Tijanna, Laher, Yaseera, Dabhelia, Aaliah, Abba, Muhammed, Karanie, Aamirah, Mitha, Ayesha, Mbuli, Mbali, Mogane, Kananelo, Montshioa, Tebogo, Mamogobo, Amogelang, & Sahula, Mpho. (2020). Decolonial History teachers' charter: a praxis guide. Yesterday and Today, (24), 274-288.en_ZA
dc.identifier.issn2309-9003
dc.identifier.urihttps://hdl.handle.net/10539/32918
dc.journal.titleYesterday and Today.en_ZA
dc.journal.volume24en_ZA
dc.language.isoenen_ZA
dc.rightsAll the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution Licenseen_ZA
dc.schoolWits School of Educationen_ZA
dc.schoolEducation
dc.titleDecolonial History teachers' charter: A praxis guideen_ZA
dc.typeArticleen_ZA
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Dollie, Ammaarah, Ramjain, Aalia, Varachia, Taskeen, Maangoale, Tsepo Mpho, Tshipugu, Tendani, Laurence, Tijanna, Laher, Yaseera, Dabhelia, Aaliah, Abba, Muhammed, Karanie, Aamirah, Mitha, Ayesha, Mbuli, Mbali, Mogane, Kanane.pdf
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