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Texte remanié de: Mémoire--Science politique--Strasbourg--IEP. / Bibliogr. p. 159-164.

Thesis (M.A.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 50-51).

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<p><font face="Times New Roman"> <p align="left">The decline in the status of history in South African Secondary Schools was a matter of national concern from 1997 onwards. In 1997, three years after the formal end of the apartheid system, democratic South Africa introduced its first new curriculum for secondary schools, which was called Curriculum 2005 (C2005). Surprisingly, the discipline of History that had for a very long time been an important subject in its own right was conspicuously absent in the new curriculum. This MA thesis investigates the decision to marginalize History in C2005 at a time when there were expectations of the importance of the discipline in a democratic South Africa. It argues that the marginalization of the discipline in C2005 was not solely based on pedagogical reasons, but that it might have been influenced by political agendas. My research provides support for this view with evidence of the procedures inside the relevant government education policy committees. In addition, it explores the debates and processes that led to the reinstatement of the discipline in the Revised National Curriculum Statement for schools that was approved in April 2002 by the South African Cabinet. Finally, it has examines the character of the new history syllabus of the revised curriculum of democratic South Africa. It argues that the new History curriculum for schools is more inclusive of the different aspects of South African history than either the history curriculum in C2005 and the history curricula under apartheid had been.</p> </font></p>

Thesis (M.S.)--University of Hawaii at Manoa, 2007. / Includes bibliographical references (leaves 98-102). / xi, 102 leaves, bound ill. (some col.) 29 cm

<p><font face="Times New Roman"> <p align="left">The decline in the status of history in South African Secondary Schools was a matter of national concern from 1997 onwards. In 1997, three years after the formal end of the apartheid system, democratic South Africa introduced its first new curriculum for secondary schools, which was called Curriculum 2005 (C2005). Surprisingly, the discipline of History that had for a very long time been an important subject in its own right was conspicuously absent in the new curriculum. This MA thesis investigates the decision to marginalize History in C2005 at a time when there were expectations of the importance of the discipline in a democratic South Africa. It argues that the marginalization of the discipline in C2005 was not solely based on pedagogical reasons, but that it might have been influenced by political agendas. My research provides support for this view with evidence of the procedures inside the relevant government education policy committees. In addition, it explores the debates and processes that led to the reinstatement of the discipline in the Revised National Curriculum Statement for schools that was approved in April 2002 by the South African Cabinet. Finally, it has examines the character of the new history syllabus of the revised curriculum of democratic South Africa. It argues that the new History curriculum for schools is more inclusive of the different aspects of South African history than either the history curriculum in C2005 and the history curricula under apartheid had been.</p> </font></p>

Thesis (M.B.A.)--University of Hong Kong, 1991.

Thesis (M.A.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 50-51). Also available in print.

Omar N. Toulan. / Cover title. / Includes bibliographical references (p. 81-82).