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Teaching Higher Education History Teachers on Indigenizing the Curriculum: The Case Study of the Representation of African Women in History Textbooks
Abstract
Systemic marginalization plays an integral role in how the minority being women and the last race African women are subjected to misrepresentation or underrepresented within the curricula not an isolated phenomenon that occurs only in Higher Education but as well as Basic Education curricula. Furthermore, Higher Education History teachers themselves at university should be seen to be accountable to the ways in which knowledge is represented, and how particular material worlds are enacted for students within the curricula they teach. The methodology employed in this study is a qualitative case study is employed. Subsequently, the key components of a case study include a distinguished phenomenon, context, and case. The phenomenon that my study focuses on is the representation of Black women, while the context is post-Apartheid South Africa and the case is Further Education and Training (FET) NCS and CAPS-compliant history textbooks from one publishing company. The data analysis method that is used is content analysis using Decolonial Africana-Womanism as a theoretical framework.
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