Experiences of enacting critical secondary school history pedagogy in rural Zimbabwe
Bibliographic Data
| ID | 20253166 |
|---|---|
| Authors | Promise M Hlungwani (0000-0003-2744-7788, University of Zimbabwe, corresponding author) |
| Year | 2022 |
| Volume | 9 |
| Issue | 1 |
| Publication date | 2022-12-31 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Cogent Arts and Humanities (JOURNAL) |
| Journal identifiers | ISSN: 2331-1983 • E-ISSN: 2331-1983 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/23311983.2021.2010927 |
| OpenAlex | W4200526133 |
| Language | EN |
| Citations received | 3 |
| References cited | 21 |
Previous studies have demonstrated the importance of a critical approach in the teaching and learning, especially for candidates dealing with complex subjects as History. This study corroborates research in this field by reporting on the experiences of a teacher who taught secondary school History as a subject in rural areas. The findings from a teaching practice at one secondary school in Mwenezi District reveal that there are peculiar issues that are common among rural school learners. The major objective of the study is to give a critical reflection on the in-service teacher education programme for teachers deployed in under-resourced and remote secondary schools. Through action research, the paper demonstrates that teachers face distinct challenges of non-compliance and resistance in enacting a critical pedagogy. Engaging with history and historical evidence is made complex by material shortages in schools and skill gaps among the learners. Whilst exposing rural learners to sophisticated historical narratives is the rationale behind the implementation of a critical pedagogy, there are structural challenges that are evidenced by stringent syllabus requirements, time constraints and nature of learners that are found in the schools. The paper therefore recommends that there should be some flexibility in the history syllabus to allow learners and teachers to fully engage with history material. Resource mobilisation is critical and schools need to support teachers who intend to improve rigour and discourse analysis on the subject
Action research · Critical pedagogy · Mathematics education · Pedagogy · Political science · Rigour · Sociology · Syllabus · Teacher education · Adult and Continuing Education Topics · Educator Training and Historical Pedagogy · Global Educational Policies and Reforms · Psychology
Critical Pedagogy Primer
The Heritage Crusade and the Spoils of History
Teaching History for the Common Good
Implications for educational practice of the science of learning and development
Hope Without Consolation
Reading History Curriculum as Postcolonial Text
Socratic questioning in the Paideia Method to encourage dialogical discussions
Action Research and Minority Problems
Nationalist Historiography, Patriotic History and the History of the Nation
Experience and Education
Decolonial Reflections on the Zimbabwean Primary and Secondary School Curriculum Reform Journey
Toward a Critical Social Theory of Youth Empowerment
Teaching the Nation
| Unique citing works | 3 |
|---|---|
| Citations per year | 1,5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |