{"title":"津巴布韦的政治危机与高中历史教学大纲的编制","authors":"Sylvester Dombo, Joseph Mujere","doi":"10.1080/18146627.2022.2150240","DOIUrl":null,"url":null,"abstract":"Abstract The Zimbabwean crisis, which began around 2000, had serious ramifications for the teaching of history in the country, especially in high schools. This study investigated the impact of Zimbabwe’s economic and political crisis on the production of syllabi for teaching history at high schools. It analyses the hurried changes in the secondary school history syllabi which saw the subject being declared a compulsory subject for all students. In the high schools, history was at the centre of an ideological struggle as the government sought to teach the students “patriotic history.” However, others have seen this as a cheap propaganda tool meant to brainwash and hoodwink students into supporting the ZANU-PF regime that presided over the political, social, and economic crisis bedevilling the country. This article, therefore, unpacks the changes in syllabi for schools and analyse how this impacted on the teaching of history in the country. A comparative analysis of the content of the successive syllabi was carried out to flesh out the inclusions and exclusions in the new syllabi. The syllabi compared are 2160, 2166, and 2167 for the ordinary level certificate.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"18 1","pages":"21 - 35"},"PeriodicalIF":0.2000,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Zimbabwe’s Political Crisis and the Production of Syllabi for Teaching History in High Schools\",\"authors\":\"Sylvester Dombo, Joseph Mujere\",\"doi\":\"10.1080/18146627.2022.2150240\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract The Zimbabwean crisis, which began around 2000, had serious ramifications for the teaching of history in the country, especially in high schools. This study investigated the impact of Zimbabwe’s economic and political crisis on the production of syllabi for teaching history at high schools. It analyses the hurried changes in the secondary school history syllabi which saw the subject being declared a compulsory subject for all students. In the high schools, history was at the centre of an ideological struggle as the government sought to teach the students “patriotic history.” However, others have seen this as a cheap propaganda tool meant to brainwash and hoodwink students into supporting the ZANU-PF regime that presided over the political, social, and economic crisis bedevilling the country. This article, therefore, unpacks the changes in syllabi for schools and analyse how this impacted on the teaching of history in the country. A comparative analysis of the content of the successive syllabi was carried out to flesh out the inclusions and exclusions in the new syllabi. The syllabi compared are 2160, 2166, and 2167 for the ordinary level certificate.\",\"PeriodicalId\":44749,\"journal\":{\"name\":\"Africa Education Review\",\"volume\":\"18 1\",\"pages\":\"21 - 35\"},\"PeriodicalIF\":0.2000,\"publicationDate\":\"2021-11-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Africa Education Review\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/18146627.2022.2150240\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Africa Education Review","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/18146627.2022.2150240","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Zimbabwe’s Political Crisis and the Production of Syllabi for Teaching History in High Schools
Abstract The Zimbabwean crisis, which began around 2000, had serious ramifications for the teaching of history in the country, especially in high schools. This study investigated the impact of Zimbabwe’s economic and political crisis on the production of syllabi for teaching history at high schools. It analyses the hurried changes in the secondary school history syllabi which saw the subject being declared a compulsory subject for all students. In the high schools, history was at the centre of an ideological struggle as the government sought to teach the students “patriotic history.” However, others have seen this as a cheap propaganda tool meant to brainwash and hoodwink students into supporting the ZANU-PF regime that presided over the political, social, and economic crisis bedevilling the country. This article, therefore, unpacks the changes in syllabi for schools and analyse how this impacted on the teaching of history in the country. A comparative analysis of the content of the successive syllabi was carried out to flesh out the inclusions and exclusions in the new syllabi. The syllabi compared are 2160, 2166, and 2167 for the ordinary level certificate.
期刊介绍:
Africa Education Review is a scholarly, peer-reviewed journal that seeks the submission of unpublished articles on current educational issues. It encourages debate on theory, policy and practice on a wide range of topics that represent a variety of disciplines, interdisciplinary, cross-disciplinary and transdisciplinary interests on international and global scale. The journal therefore welcomes contributions from associated disciplines including sociology, psychology and economics. Africa Education Review is interested in stimulating scholarly and intellectual debate on education in general, and higher education in particular on a global arena. What is of particular interest to the journal are manuscripts that seek to contribute to the challenges and issues facing primary and secondary in general, and higher education on the African continent and in the global contexts in particular. The journal welcomes contributions based on sound theoretical framework relating to policy issues and practice on the various aspects of higher education.