Teachers as memory makers: Testimony in the making of a new history in South Africa

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Teachers as memory makers: Testimony in the making of a new history in South Africa

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Title: Teachers as memory makers: Testimony in the making of a new history in South Africa
Author: Dryden-Peterson, Sarah Elizabeth; Siebörger, Rob

Note: Order does not necessarily reflect citation order of authors.

Citation: Dryden-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.
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Abstract: This 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.
Published Version: doi:10.1016/j.ijedudev.2005.09.008
Terms of Use: This article is made available under the terms and conditions applicable to Other Posted Material, as set forth at http://nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of-use#LAA
Citable link to this page: http://nrs.harvard.edu/urn-3:HUL.InstRepos:25378643
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