The Experiences of Post-Colonial Africa as Represented in South African History Textbooks

Marshall Tamuka Maposa

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Chapter 3 The Experiences of Post-Colonial Africa as Represented in South African History Textbooks

于Teaching African History in Schools

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Marshall Tamuka Maposa

Marshall Tamuka Maposa
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类型:: 章节

Page Range:: 64–87

DOI:: https://doi.org/10.1163/9789004445710_004

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Abstract

This paper stems from debates on the nature of the experiences that are ascribed to post-colonial Africa. On one hand, there is a tendency to focus on the negative, implying post-colonial Africa to be a failure, while, on the other, some emphasise the positive experiences that make it a success story. History textbooks, as purveyors of state-legitimated knowledge, are caught in this quandary of representation. This chapter aims to analyse and understand, through a qualitative approach and a critical discourse analysis (CDA) methodology, how selected South African history textbooks verbally and visually represent the experiences of post-colonial Africa. The analysis shows that while the textbooks represent mixed experiences of post-colonial Africa, they seem to suggest that these experiences are, to a large extent, negative. It further demonstrates the articulation of the concept of dual assumption in representation discourses, in which positive experiences are ascribed to a few countries – like the Maghreb and South Africa – even when they have negative experiences, while negative experiences in general seem to be ascribed to tropical Africa.

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Teaching African History in Schools

Experiences and Perspectives from Africa and Beyond

丛编： Anti-colonial Educational Perspectives for Transformative Change, 卷： 10

Cover Teaching African History in Schools

ISBN:: 9789004445710

出版社:: Brill

印刷出版日期:: 30 Oct 2020

Subjects
- African Studies
  - History
- Education

Front Matter

List of Tables

Notes on Contributors

Introduction

Chapter 1 The Recontextualising Logics of Four Post-Colonial African School History Curriculum Documents

Chapter 2 The Contradiction between Policy and the Representation of People with Disabilities in Malawian Junior Secondary School History Textbooks

Chapter 3 The Experiences of Post-Colonial Africa as Represented in South African History Textbooks

Chapter 4 Exploring Silences in History Education

Chapter 5 The Challenges of Teaching the Majimaji War in Contemporary Tanzania

Chapter 6 Mediating Emotive Knowledge in the Presence of Historical Trauma

Chapter 7 Emotional Elephants and Other Baggage

Chapter 8 Race and Apartheid in the History Classroom

Chapter 9 Engagements with South African Apartheid History through the Lens of Human Rights in Quebec History Classrooms

Chapter 10 Concluding Reflections on an Anti-Colonial History Education Project

Back Matter

Index

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African Studies	Education	Media Studies
American Studies	History	Middle East and Islamic Studies
Ancient Near East and Egypt	Human Rights and Humanitarian Law	Musicology
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Biblical Studies	Jewish Studies	Slavic and Eurasian Studies
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Book History and Cartography	Life Sciences	Theology and World Christianity
Classical Studies	Literature and Cultural Studies

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Chapter 3 The Experiences of Post-Colonial Africa as Represented in South African History Textbooks

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Teaching African History in Schools

Experiences and Perspectives from Africa and Beyond

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