Drawing on two research questions, this study presents an understanding of the nature of heritage in selected contemporary Grade 10 South African history textbooks, and elucidates factors responsible for the depiction of heritage in a particular way. The context that informed this study was that of South Africa as a post-conflict society. Using the interpretivist paradigm and approached from a qualitative perspective, this case study produced data on three purposively selected contemporary (post-1994) South African history textbooks with regards to their representation of heritage. Lexicalisation, a form of the Critical Discourse Analysis (CDA) was used as method to analyse the pre generated data from the selected textbooks following Fairclough’s (2003) three dimensions of describing, interpreting, and explaining the text. The study adopted a holistic approach to heritage as a conceptual framework whilst following social constructionism as the lens through which heritage was explored in the selected textbooks. My findings from this study concluded that although educational policy in the form of the NCS-History clearly stipulates the expectations to be achieved from the teaching and learning of heritage at Grade 10 level, there are inconsistencies and contradictions at the level of implementation of the heritage outcome in the history textbooks. Key among the finding are the absence of representation of natural heritage, lack of clear conceptualisation of heritage, many diverse pedagogic approaches towards heritage depiction, a gender and race representation of heritage that suggests an inclination towards patriarchy and a desire to retain apartheid and colonial dogma respectively,and finally a confirmation of the tension in the heritage/history relationship. The study discovered that factors such as the commercial and political nature of textbooks, the lack of understanding of the debates around the heritage/history partnership, and the difficulties involved in post-conflict reconstruction are responsible for this type of heritage depiction in the textbooks. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.

The aim of this study was to identify how historical literacy manifested itself in Grade 10 history textbooks. The use of two distinct time periods was used in my study to chart the changes in history education, in South Africa. Pre-1994 detailed the nature of history education and history textbooks during the times of the Boer and British Republics to apartheid era history education. Post-1994, on the other hand, depicted the change, or lack thereof, of history education and history textbooks from the 1994 democratic elections to its current state. Despite the changes in history education between the two eras, the use of history textbooks was, in the context of this study, the vehicle to deliver the curriculum. In the light of the progression of history education and its link to history textbooks, the purpose of this study was threefold, which was purported through the use of three research questions, namely to firstly ascertain what kind of historical literacy was envisaged by the NCS – history. Secondly, to examine the views of history textbook authors concerning their opinion of school history (historical literacy). Thereafter, it was imperative to analyse Grade 10 textbooks in order to ascertain how historical literacy manifested itself therein so as to satiate the question of the thesis. My data sources were the National Curriculum Statement for history (2003), Grade 10 history textbook authors and three Grade 10 history textbooks. The methodology was qualitative and informed by an interpretivist approach. Open coding and Fairclough’s (2005) analytic instrument for discourse analysis was applied to data. Thereafter, a deeper conceptual understanding of historical literacy was engendered through the use of the Toolkit for Historical Literacy. Historical literacy is a complex process wherein a number of criteria facilitated the concept. Attainment of these factors of historical literacy would ensure mastery of the discipline. Historical literacy comprised of historical content knowledge which was a balance between knowing information as well understanding the past. Multiple sources, together with historical skills and historical concepts were vital for historical literacy to construct and evaluate knowledge. In addition, historical literacy furthered a case for developing a moral and ethical framework wherein the past could be judged. Historical consciousness, born of historical literacy, allowed for learners to make a connection with the past. Furthermore, historical literacy encompasses a number of modern concepts for the case of historical literacy, namely ICTunderstandings and representational expression. Therefore, historical literacy should be multi-disciplinary and multi-dimensional. The findings of this study were numerous. Historical skills, historical concepts, understanding and knowing the past, moral judgements in history and a source-based methodology was the encompassing form of historical literacy from the Grade 10 history textbook authors. At the core of historical literacy in Grade 10 history textbooks, are the role of the historian and the political influence of the NCS - history. The NCS - history endorsed all history textbooks in South Africa. The Grade 10 history textbooks revealed a potentially alarming factor for the case of historical literacy. The historical literacy advocated by the Grade 10 history textbooks is a far cry from the international version of historical literacy. No modern features of historical literacy were represented (ICT-understandings, representational expression, applied science, contention and contestability and historical consciousness). Moreover, more traditional features of historical concepts of change, cause and effect as well a means of morally judging the past through empathy are missing or not appropriately dealt with. Historical literacy in Grade 10 history textbooks is functional in terms of sourcing, contextualising and corroborating information so as to understand an event rather than know it. Historical skills are needed to complete this process. Ultimately, the type of historical literacy found in Grade 10 history textbooks is reminiscent of the Schools History Project. Historical literacy in South African Grade 10 history textbooks is not evolving or dynamic and it does not meet the requirements of the international version of historical literacy. However, it does partially satisfy the NCS - history requirements for historical literacy. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2009.

Since 2009 the textbook has emerged as a key educational resource in South African classrooms. This has been a direct response to rapid curriculum change, and real and perceived inadequacies in teacher content and pedagogic knowledge. Of significance though is that there is limited understanding of the nature of content selections that textbook authors invoke and the subtext thereof. The purpose of this study therefore is to understand how gender is represented in Business Studies textbooks available to teachers and pupils in the Further Education and Training (FET) band in South African classrooms. This qualitative study is located in the critical paradigm and engaged the tenets of Critical Discourse Analysis as the key analytical frame. A purposive sample of two contemporary Business Studies textbooks was selected to investigate the phenomenon of gender representation. Findings reveal that stereotypes of women and men are reinforced in the selected textbooks under study. Women were shown more frequently in home settings than were men. Men were shown in a wider variety of occupational roles than women. Textbooks portrayed men in a wide range of highly-paid, high-status occupations such as managing directors, doctors, lawyers etc. In both texts more males have been represented in leadership positions in government, economic and corporate institutions. The textbooks further represented women as being disabled and destitute. Males were portrayed as confident and educated in the usage of technology while women were portrayed as illiterate. Additionally men were portrayed as assertive and forthright business individuals, while women were also portrayed as emotional and as more reliant on, or needing, the advice of men to deal with business-related issues. Finally, the portrayal of firstness presented the male pronoun first in sentences and conversation as opposed to the female pronoun. The findings indicate that representations in the textbooks are gender-biased and gender-insensitive. Of concern is that these representations may be transmitted to school learners. A critical approach to the selection and use of textbooks is thus necessary. Much work needs to be done by key role players in the educational sectors to ensure that gender inclusivity becomes a feature of South African Business Studies textbooks. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2013.