The Teaching of South African History in the Post-Apartheid Era: Towards Critical and Epistemological Criticisms

Mohlomi Masooa, Chitja Twala


In 2014, South Africa celebrated 20 years of democracy. Within these 20 years of democracy, there were many changes in the education sector. The teaching of history, particularly South African history, has survived many challenges during and after apartheid. During the apartheid era, to a certain extent the teaching of South African history was subjected to political abuse and became a springboard of politicians to justify the existence of the racial divide that had previously engulfed the country. Equally, the study offers critical and epistemological criticisms levelled against the teaching of South African history in secondary schools in the post-apartheid era. The selected criticisms include, inter alia, the question of the relevance of history in post-apartheid South Africa; the limitations of further political abuse of the discipline by educators, as well as the politicians; the lack of analytical skills in the teaching and interpretation of historical facts; and the notion of further perpetuating the racial divide in the country which was once riddled by such divisions. Epistemologically, earlier selected criticisms which took place during the apartheid era will also be referred to, to demonstrate that the teaching of South African history has always been subjected to criticisms that advantaged the then ruling National Party’s (NP’s) government in South Africa.

DOI: 10.5901/mjss.2014.v5n20p2303

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This work is licensed under Creative Commons Attribution 3.0 License.

Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)

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