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The empathy imperative : primary narratives in South African history teaching
Includes abstract.
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| Main Author: | |
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| Other Authors: | |
| Format: | Thesis |
| Language: | English |
| Published: |
Department of Historical Studies
2014
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| _version_ | 1867613202047565824 |
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| access_status_str | Open Access |
| author | Geschier, Sofie M M A |
| author2 | Field, Sean |
| author_browse | Field, Sean Geschier, Sofie M M A |
| author_facet | Field, Sean Geschier, Sofie M M A |
| author_sort | Geschier, Sofie M M A |
| collection | Thesis |
| description | Includes abstract. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/8175 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:32:21.936Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2014 |
| publishDateRange | 2014 |
| publishDateSort | 2014 |
| publisher | Department of Historical Studies |
| publisherStr | Department of Historical Studies |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/8175 The empathy imperative : primary narratives in South African history teaching Geschier, Sofie M M A Field, Sean Soudien, Crain Historical Studies Includes abstract. Includes bibliographical references (p. 229-240). National and international literature on intergenerational dialogue presents the sharing of primary narratives as necessary to prevent an atrocity from happening again. International literature on history education and memory studies questions this ‘never again’ imperative, pointing out that remembrance does not necessarily lead to redemption. The aim of this research is to conduct a similar exercise by investigating the following paradox within South African history education. On the one hand, public spaces such as the District Six Museum and the Cape Town Holocaust Centre acknowledge and involve primary witnesses in the education of the younger generations. On the other hand, South African history teachers are expected to know how to bring about change, while their multiple positionings, being both teachers and primary witnesses to the Apartheid regime, are neglected. The thesis sets out to address this paradox through a case study of means by which Grade Nine history teachers and museum facilitators use and construct primary narratives about the Holocaust and Apartheid Forced Removals in classroom and museum interactions with learners. A dialogue with the interrelated fields of oral history, trauma research and memory and narrative studies, as well as positioning theory and pedagogical theories on history education and the mediation of knowledge forms the theoretical basis for the study. 2014-10-06T11:36:11Z 2014-10-06T11:36:11Z 2008 Doctoral Thesis Doctoral PhD http://hdl.handle.net/11427/8175 eng application/pdf Department of Historical Studies Faculty of Humanities University of Cape Town |
| spellingShingle | Historical Studies Geschier, Sofie M M A The empathy imperative : primary narratives in South African history teaching |
| thesis_degree_str | Doctoral |
| title | The empathy imperative : primary narratives in South African history teaching |
| title_full | The empathy imperative : primary narratives in South African history teaching |
| title_fullStr | The empathy imperative : primary narratives in South African history teaching |
| title_full_unstemmed | The empathy imperative : primary narratives in South African history teaching |
| title_short | The empathy imperative : primary narratives in South African history teaching |
| title_sort | empathy imperative primary narratives in south african history teaching |
| topic | Historical Studies |
| url | http://hdl.handle.net/11427/8175 |
| work_keys_str_mv | AT geschiersofiemma theempathyimperativeprimarynarrativesinsouthafricanhistoryteaching AT geschiersofiemma empathyimperativeprimarynarrativesinsouthafricanhistoryteaching |