Go to AfricaBib home

Go to AfricaBib home AfricaBib Go to database home

bibliographic database
Line
Previous page New search

The free AfricaBib App for Android is available here

Periodical article Periodical article Leiden University catalogue Leiden University catalogue WorldCat catalogue WorldCat
Title:Teaching and Learning History as an Academic Discourse
Authors:Nuttall, Tim A.
Luckett, Kathy
Year:1995
Periodical:South African Historical Journal
Issue:33
Period:November
Pages:83-100
Language:English
Geographic term:South Africa
Subjects:history education
Education and Oral Traditions
History and Exploration
Bibliography/Research
External link:https://www.tandfonline.com/doi/abs/10.1080/02582479508671848
Abstract:This article grapples with some of the complex epistemological and pedagogical issues which face lecturers of first year history students. Starting point is a 1993 survey of student experiences of reading and writing in the History 100 course at the University of Natal in Pietermaritzburg, South Africa. Students come to university with conceptions of history which are shaped not only by their experiences of learning the subject in school classrooms (usually in an authoritative way). They bring a variety of ways of viewing the past, influenced by their personal experiences and social environments. It is important that academic historians grapple with how to make clear, in their teaching, the main ways in which (allowable) historical knowledge is organized and communicated. The authors propose an approach at the heart of which is the notion of construction, the idea of history as something which is 'made'. Other important notions are argument, chronology and evidence. A constructive approach is the best route to follow in initiating students into the ways of studying history at university; good historians are self-reflexive and aware of their own ideological positioning. Notes, ref.
Views
Cover