Teachers as memory makers: Testimony in the making of a new history in South Africa
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CitationDryden-Peterson, Sarah, and Rob Siebörger. 2006. “Teachers as Memory Makers: Testimony in the Making of a New History in South Africa.” International Journal of Educational Development 26 (4) (July): 394–403.
AbstractThis article examines the use of testimony in the making of a new history in South
Africa, situating this phenomenon in the context of public construction of memory
and identifying history teachers as critical to the process. Through an ethnographic
study of sixteen schools that illuminates the use of teacher testimony in Cape Town
history classrooms, the authors explore the nuanced use of testimony as a pedagogic
tool and probe the role of history teachers as memory makers. Finally, this article
assesses implications of teachers creating space for dialogical memory making in
post-apartheid South Africa and outlines lessons of this experience for other countries
in democratic transition.
Citable link to this pagehttp://nrs.harvard.edu/urn-3:HUL.InstRepos:25378643
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