Representations of Pan-Africanism in the contemporary post-Apartheid South African high school history classroom

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dc.contributor.advisorBadroodien, Nur-Mohammed
dc.contributor.advisorBadroodien, Azeem
dc.contributor.authorKaradag, Esma
dc.date.accessioned2025-11-25T09:56:10Z
dc.date.available2025-11-25T09:56:10Z
dc.date.issued2025
dc.date.updated2025-11-25T09:53:36Z
dc.description.abstractThis is an interdisciplinary study on the representation of Pan-Africanism in history classrooms in high schools in contemporary post-apartheid South Africa. The subject History is part of the curriculum's stated vision to mould learners' identities in relation to key national and continental post-colonial foundations, such as Pan-Africanism (Department of Basic Education [DBE], 2011). Employing a qualitative empirical method, the study aims to gain insight into the contemporary responses to Pan-Africanism in South African high school history classrooms through the perspectives of teachers. How do they represent the concept in history classrooms, engage textbooks and students on the concept, and what do they report on the contemporary views of their history students on Pan-Africanism? Using reflexive thematic analysis, the study highlights significant and bifurcated variations that exist in the representation of Pan-Africanism through the perspectives of teachers across classrooms, intricately linked to social class. This key finding confirms Stuart Hall's (1997) cultural theory on representation, which emphasises the role of cultural and historical contexts in which meaning is ‘fixed' through the systemisation process of ‘encoding' and ‘decoding', thereby reinforcing or challenging existing power structures. The study illustrates the teachers' agencies in constructing varied representations of Pan-Africanism in the contemporary history classroom situated in contrasting post-apartheid socio-economic contexts, in which new shared and contested cultural codes and conceptual meanings are created.
dc.identifier.apacitationKaradag, E. (2025). <i>Representations of Pan-Africanism in the contemporary post-Apartheid South African high school history classroom</i>. (). University of Cape Town ,Faculty of Humanities ,African Studies. Retrieved from http://hdl.handle.net/11427/42333en_ZA
dc.identifier.chicagocitationKaradag, Esma. <i>"Representations of Pan-Africanism in the contemporary post-Apartheid South African high school history classroom."</i> ., University of Cape Town ,Faculty of Humanities ,African Studies, 2025. http://hdl.handle.net/11427/42333en_ZA
dc.identifier.citationKaradag, E. 2025. Representations of Pan-Africanism in the contemporary post-Apartheid South African high school history classroom. . University of Cape Town ,Faculty of Humanities ,African Studies. http://hdl.handle.net/11427/42333en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Karadag, Esma AB - This is an interdisciplinary study on the representation of Pan-Africanism in history classrooms in high schools in contemporary post-apartheid South Africa. The subject History is part of the curriculum's stated vision to mould learners' identities in relation to key national and continental post-colonial foundations, such as Pan-Africanism (Department of Basic Education [DBE], 2011). Employing a qualitative empirical method, the study aims to gain insight into the contemporary responses to Pan-Africanism in South African high school history classrooms through the perspectives of teachers. How do they represent the concept in history classrooms, engage textbooks and students on the concept, and what do they report on the contemporary views of their history students on Pan-Africanism? Using reflexive thematic analysis, the study highlights significant and bifurcated variations that exist in the representation of Pan-Africanism through the perspectives of teachers across classrooms, intricately linked to social class. This key finding confirms Stuart Hall's (1997) cultural theory on representation, which emphasises the role of cultural and historical contexts in which meaning is ‘fixed' through the systemisation process of ‘encoding' and ‘decoding', thereby reinforcing or challenging existing power structures. The study illustrates the teachers' agencies in constructing varied representations of Pan-Africanism in the contemporary history classroom situated in contrasting post-apartheid socio-economic contexts, in which new shared and contested cultural codes and conceptual meanings are created. DA - 2025 DB - OpenUCT DP - University of Cape Town KW - Pan-Africanism KW - Representation Theory KW - Social cohesion KW - History Education KW - South African high schools KW - Social economic class KW - Teacher perspectives KW - Teacher agency LK - https://open.uct.ac.za PB - University of Cape Town PY - 2025 T1 - Representations of Pan-Africanism in the contemporary post-Apartheid South African high school history classroom TI - Representations of Pan-Africanism in the contemporary post-Apartheid South African high school history classroom UR - http://hdl.handle.net/11427/42333 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/42333
dc.identifier.vancouvercitationKaradag E. Representations of Pan-Africanism in the contemporary post-Apartheid South African high school history classroom. []. University of Cape Town ,Faculty of Humanities ,African Studies, 2025 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/42333en_ZA
dc.language.isoen
dc.language.rfc3066eng
dc.publisher.departmentAfrican Studies
dc.publisher.facultyFaculty of Humanities
dc.publisher.institutionUniversity of Cape Town
dc.subjectPan-Africanism
dc.subjectRepresentation Theory
dc.subjectSocial cohesion
dc.subjectHistory Education
dc.subjectSouth African high schools
dc.subjectSocial economic class
dc.subjectTeacher perspectives
dc.subjectTeacher agency
dc.titleRepresentations of Pan-Africanism in the contemporary post-Apartheid South African high school history classroom
dc.typeThesis / Dissertation
dc.type.qualificationlevelDoctoral
dc.type.qualificationlevelPhD
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