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Fardon, Jill; Schoeman, Sonja – South African Journal of Education, 2010
A feminist post-structuralist perspective offers an alternative paradigm for the study of gender bias in History texts. It focuses on multiple perspectives and open interpretation, opens up space for female voices of the past and present, and deconstructs realist historical narrative. Our aim in this article is to discuss feminist…
Descriptors: Feminism, Foreign Countries, Gender Bias, Textbooks
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Schoeman, Sonja – South African Journal of Education, 2009
History curriculum revisions post 1994 were followed by a range of new History textbooks intended to meet the needs of teachers seeking to implement the revised curriculum. I sought to establish whether or not a sample of these textbooks had built upon the gender equality initiatives introduced after 1994. A qualitative intrinsic case study was…
Descriptors: Foreign Countries, Females, Textbooks, History Instruction
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Schoeman, Sonja – South African Journal of Education, 2007
Despite enormous growth in the study of learners' cognitive processes, relatively little is known about how learners reason about social phenomena and issues involved in disciplines, such as history. Yet, according to scholars the process could hardly be more important, and it demands redress and scientific explanation. To contribute to the…
Descriptors: Cognitive Processes, History Instruction, Etiology, Foreign Policy
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Schoeman, Sonja – South African Journal of Education, 2006
The notion that South African public schools have a distinctively civic mission is recognised in all national education policy documents published since the first democratic election in 1994. The teaching of democratic citizenship education in public schools is a newcomer to South Africa. The purpose in this article is to summarise scholars' views…
Descriptors: Foreign Countries, Citizenship Education, Democratic Values, Public Schools