The empathy imperative : primary narratives in South African history teaching

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dc.contributor.advisorField, Seanen_ZA
dc.contributor.advisorSoudien, Crainen_ZA
dc.contributor.authorGeschier, Sofie M M Aen_ZA
dc.date.accessioned2014-10-06T11:36:11Z
dc.date.available2014-10-06T11:36:11Z
dc.date.issued2008en_ZA
dc.descriptionIncludes abstract.en_ZA
dc.descriptionIncludes bibliographical references (p. 229-240).en_ZA
dc.description.abstractNational and international literature on intergenerational dialogue presents the sharing of primary narratives as necessary to prevent an atrocity from happening again. International literature on history education and memory studies questions this ‘never again’ imperative, pointing out that remembrance does not necessarily lead to redemption. The aim of this research is to conduct a similar exercise by investigating the following paradox within South African history education. On the one hand, public spaces such as the District Six Museum and the Cape Town Holocaust Centre acknowledge and involve primary witnesses in the education of the younger generations. On the other hand, South African history teachers are expected to know how to bring about change, while their multiple positionings, being both teachers and primary witnesses to the Apartheid regime, are neglected. The thesis sets out to address this paradox through a case study of means by which Grade Nine history teachers and museum facilitators use and construct primary narratives about the Holocaust and Apartheid Forced Removals in classroom and museum interactions with learners. A dialogue with the interrelated fields of oral history, trauma research and memory and narrative studies, as well as positioning theory and pedagogical theories on history education and the mediation of knowledge forms the theoretical basis for the study.en_ZA
dc.identifier.apacitationGeschier, S. M. M. A. (2008). <i>The empathy imperative : primary narratives in South African history teaching</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,Department of Historical Studies. Retrieved from http://hdl.handle.net/11427/8175en_ZA
dc.identifier.chicagocitationGeschier, Sofie M M A. <i>"The empathy imperative : primary narratives in South African history teaching."</i> Thesis., University of Cape Town ,Faculty of Humanities ,Department of Historical Studies, 2008. http://hdl.handle.net/11427/8175en_ZA
dc.identifier.citationGeschier, S. 2008. The empathy imperative : primary narratives in South African history teaching. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Geschier, Sofie M M A AB - National and international literature on intergenerational dialogue presents the sharing of primary narratives as necessary to prevent an atrocity from happening again. International literature on history education and memory studies questions this ‘never again’ imperative, pointing out that remembrance does not necessarily lead to redemption. The aim of this research is to conduct a similar exercise by investigating the following paradox within South African history education. On the one hand, public spaces such as the District Six Museum and the Cape Town Holocaust Centre acknowledge and involve primary witnesses in the education of the younger generations. On the other hand, South African history teachers are expected to know how to bring about change, while their multiple positionings, being both teachers and primary witnesses to the Apartheid regime, are neglected. The thesis sets out to address this paradox through a case study of means by which Grade Nine history teachers and museum facilitators use and construct primary narratives about the Holocaust and Apartheid Forced Removals in classroom and museum interactions with learners. A dialogue with the interrelated fields of oral history, trauma research and memory and narrative studies, as well as positioning theory and pedagogical theories on history education and the mediation of knowledge forms the theoretical basis for the study. DA - 2008 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2008 T1 - The empathy imperative : primary narratives in South African history teaching TI - The empathy imperative : primary narratives in South African history teaching UR - http://hdl.handle.net/11427/8175 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/8175
dc.identifier.vancouvercitationGeschier SMMA. The empathy imperative : primary narratives in South African history teaching. [Thesis]. University of Cape Town ,Faculty of Humanities ,Department of Historical Studies, 2008 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/8175en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentDepartment of Historical Studiesen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherHistorical Studiesen_ZA
dc.titleThe empathy imperative : primary narratives in South African history teachingen_ZA
dc.typeDoctoral Thesis
dc.type.qualificationlevelDoctoral
dc.type.qualificationnamePhDen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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