Mirror of a nation in transition : case studies of history teachers and students in Cape Town schools

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dc.contributor.advisorSiebörger, Roben_ZA
dc.contributor.authorDryden, Sarahen_ZA
dc.date.accessioned2014-11-18T18:27:12Z
dc.date.available2014-11-18T18:27:12Z
dc.date.issued1999en_ZA
dc.descriptionBibliography: leaves 163-169.en_ZA
dc.description.abstractHow do history classes reflect the ways in which teachers and students in Cape Town schools are dealing with their nation in transition? I ask through this research. To address this question, I developed a methodology based on ethnographic methods in the belief that I could gain a unique perspective by being in the history classrooms and in schools themselves for sustained periods of time. I spent three weeks in each of four schools with different histories: Peninsula High, Transkei High, Plain High, and Central High. I have presented my representations of these schools each as a separate case study. Through extracts from interviews with teachers and students, moments of classroom lessons and discussions, and descriptions of informal interactions in various school settings, I have constructed narratives to explore what is going on in schools in a time of transition. I have used the textual devises of narrative and rhetoric to highlight the situations of teachers and students in schools and to contextualise and to problematise the different ways in which they were dealing with an education system in transition. I trace the common threads that ran through history teaching in each school and juxtapose the thoughts and actions of teachers and students. In so doing, I have attempted to create conversations between teachers and students from different schools. These conversations seek to mirror first how teachers and students were dealing with education and history teaching in a time of transition, not only in isolation, but also collectively; and, secondly, to examine what was working, what wasn't, and why. It is an endeavour to provide an always unfinished, yet thought-provoking, discourse about where education and history teaching might go from here.en_ZA
dc.identifier.apacitationDryden, S. (1999). <i>Mirror of a nation in transition : case studies of history teachers and students in Cape Town schools</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/9718en_ZA
dc.identifier.chicagocitationDryden, Sarah. <i>"Mirror of a nation in transition : case studies of history teachers and students in Cape Town schools."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 1999. http://hdl.handle.net/11427/9718en_ZA
dc.identifier.citationDryden, S. 1999. Mirror of a nation in transition : case studies of history teachers and students in Cape Town schools. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Dryden, Sarah AB - How do history classes reflect the ways in which teachers and students in Cape Town schools are dealing with their nation in transition? I ask through this research. To address this question, I developed a methodology based on ethnographic methods in the belief that I could gain a unique perspective by being in the history classrooms and in schools themselves for sustained periods of time. I spent three weeks in each of four schools with different histories: Peninsula High, Transkei High, Plain High, and Central High. I have presented my representations of these schools each as a separate case study. Through extracts from interviews with teachers and students, moments of classroom lessons and discussions, and descriptions of informal interactions in various school settings, I have constructed narratives to explore what is going on in schools in a time of transition. I have used the textual devises of narrative and rhetoric to highlight the situations of teachers and students in schools and to contextualise and to problematise the different ways in which they were dealing with an education system in transition. I trace the common threads that ran through history teaching in each school and juxtapose the thoughts and actions of teachers and students. In so doing, I have attempted to create conversations between teachers and students from different schools. These conversations seek to mirror first how teachers and students were dealing with education and history teaching in a time of transition, not only in isolation, but also collectively; and, secondly, to examine what was working, what wasn't, and why. It is an endeavour to provide an always unfinished, yet thought-provoking, discourse about where education and history teaching might go from here. DA - 1999 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1999 T1 - Mirror of a nation in transition : case studies of history teachers and students in Cape Town schools TI - Mirror of a nation in transition : case studies of history teachers and students in Cape Town schools UR - http://hdl.handle.net/11427/9718 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/9718
dc.identifier.vancouvercitationDryden S. Mirror of a nation in transition : case studies of history teachers and students in Cape Town schools. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 1999 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/9718en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEducationen_ZA
dc.titleMirror of a nation in transition : case studies of history teachers and students in Cape Town schoolsen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMPhilen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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