The Crisis Of 'O' Level History In Zimbabwe: A Silent But Dominant Theory Of Knowledge. A Didactic Theory Of Knowledge. A Didactic Practice

Taruvinga, Charles Ray (1997) The Crisis Of 'O' Level History In Zimbabwe: A Silent But Dominant Theory Of Knowledge. A Didactic Theory Of Knowledge. A Didactic Practice.

Full text not available from this repository.
Official URL: http://hdl.handle.net/10646/1925

Abstract

The crisis in history is part of a larger crisis in education in Zimbabwe. Histoiy in the Zimbabwean school curriculum is under seige, especially with the promotion of new subjects and the consequent falling numbers of pupils studying it. The ‘^unpopularity of history” is evidently a post-independence phenomenon. The pass rate in History at 'O’ Level has dropped dramatically in most schools since 1980. No simplistic explanations can be given for this state of affairs. It is or should, however, be a source of concern to various education authorities, historians and teachers of history. The purpose of this paper is to provide a synopsis of the problem and to try to anchor it within the competing theoretical frameworks. A position is taken which it is suggested would best inform the teaching of history in Zimbabwe. A brief historical expose of the 'O' Level history syllabi is given in order to contextualize this paper.

Item Type: Article
Uncontrolled Keywords: Education
Divisions: Universities > State Universities > University of Zimbabwe
Depositing User: Mr. Edmore Sibanda
Date Deposited: 20 Dec 2015 01:30
Last Modified: 20 Dec 2015 01:30
URI: http://researchdatabase.ac.zw/id/eprint/2171

Actions (login required)

View Item View Item