History Education Research in Africa: A Systematic Scoping Review (2013–2023)
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Publisher
Springer Nature Switzerland
Link
https://link.springer.com/content/pdf/10.1007/978-3-031-61388-3_2
Reference71 articles.
1. Adu-Gyamfi, S., & Anderson, E. (2021). History education in Ghana: A pragmatic tradition of change and continuity. Historical Encounters: A Journal of Historical Consciousness, Historical Cultures, and History Education, 8(2), 18–33. https://doi.org/10.52289/hej8.201
2. Bentrovato, D., & Dzikanyanga, N. (2022). Knowledge, power and school history in post-independence Malawi: A critical analysis of curriculum change (1964–2022). Yesterday and Today, 27, 91–116. https://doi.org/10.17159/2223-0386/2022/n27a4
3. Bentrovato, D., & Skårås, M. (2023). Ruptured imaginings amid emerging nationhood: The unsettled narrative of “unity in resistance” in South Sudanese history textbooks. Nations and Nationalism, 29(3), 1041–1056. https://doi.org/10.1111/nana.12951
4. Bentrovato, D., & Wassermann, J. (2018). Mediating transitional justice: South Africa’s TRC in history textbooks and the implications for peace. Global Change, Peace & Security, 30(3), 335–351. https://doi.org/10.1080/14781158.2018.1438386
5. Bertram, C. (2016). Recontextualising principles for the selection, sequencing and progression of history knowledge in four school curricula. Journal of Education, (64), 27–54.
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