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Nationalist historiography, Nation-state making and Secondary School History: Curriculum Policy in Zimbabwe 1980-2010
Great Zimbabwe University.
2014 (English)In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2014:2, 1-23 p.Article in journal (Refereed) Published
Abstract [en]

This paper studies the curriculum policy trajectories that have characterized the teaching of secondary school History as a subject that is historically enmeshed in the politics of nation-state making in post-independence Zimbabwe. Through content analysis, the paper examines the ways in which the post-independence History syllabi, namely 2166 and 2167, have drawn from recent historiographies to frame both the aims and content of school History. The argument developed is that both syllabi have been deployed to serve the envisaged nation-state project; with Syllabus 2166 associated with the socialist nation-state project of the 1980s and 2167 with patriotic history since 2000. The paper concludes that such (mis)uses of school are not unique to Zimbabwe, but represent the political instrumentalization of school History that has become prevalent throughout the world.

Place, publisher, year, edition, pages
Karlstad: CSD karlstad , 2014. no 2014:2, 1-23 p.
Keyword [en]
SCHOOL HISTORY; HISTORIOGRAPHY; NATION-STATE; NATIONALIST HISTORY; PATRIOTIC HISTORY AND ZIMBABWE
National Category
Didactics
Research subject
History
Identifiers
URN: urn:nbn:se:kau:diva-34615OAI: oai:DiVA.org:kau-34615DiVA: diva2:765230
Available from: 2014-11-21 Created: 2014-11-19 Last updated: 2017-12-05Bibliographically approved

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Nordidactica: Journal of Humanities and Social Science Education
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CiteExportLink to record
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Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
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  • nn-NO
  • nn-NB
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Output format
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