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Engaging with the “otherness” of dark history events in African history textbooks
Thesis (PhD (Humanities Education))--University of Pretoria, 2024.
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University of Pretoria
2025
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| _version_ | 1867613536636633088 |
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| access_status_str | Open Access |
| author2 | Wassermann, Johannes Michiel |
| author_browse | Wassermann, Johannes Michiel |
| author_facet | Wassermann, Johannes Michiel |
| collection | Thesis |
| dc_rights_str_mv | © 2023 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Thesis (PhD (Humanities Education))--University of Pretoria, 2024. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/100837 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:37:42.843Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/100837 Engaging with the “otherness” of dark history events in African history textbooks Wassermann, Johannes Michiel michellek008@gmail.com Shepherdson, Michelle UCTD Sustainable Development Goals (SDGs) Otherness Dark history Multiperspectivity History education African textbooks Thesis (PhD (Humanities Education))--University of Pretoria, 2024. Otherness in history textbooks often highlights marginalised perspectives, revealing how certain narratives have been excluded, distorted or silences. The official narrative that does appear within these history textbooks are labelled as the programmatic curriculum, influenced by current dispensations and ideology which can include nation-building and reconciliation post-conflict in an effort to forget some uncomfortable truths from the past. Dark historical events, such as the Nigerian-Biafran War in Nigeria, the political dictatorship of Idi Amin in Uganda, and the 1994 genocide against the Tutsi in Rwanda, are crucial for understanding the complexities of identity and power dynamics. Using a narrative inquiry and case study methodology, this thesis set out to answer two research questions: how are events of dark history and “otherness” engaged with in textbooks in Nigeria, Rwanda, and Uganda and why are the dark history events and otherness engaged with in this manner in these countries? To answer these questions, I investigated the narratives surrounding the specific historical conflicts in Nigeria, Uganda, and Rwanda using key concepts, including multiperspectivity, otherness, and dark history introduced to facilitate an understanding of how these narratives are constructed and represented. An analysis tool was devised using Chatman’s (1978) narrative elements as well as Polkinghorne’s view on narrative inquiry. The findings were viewed through descriptive, analytical, and theoretical lenses. This thesis identifies a gap in the study of dark history and otherness, specifically the degree of darkness associated with historical events in relation to their acknowledgement of otherness and multiperspectivity. To address this, the study introduces the shading continuum, a framework for categorising dark historical events based on the perspectives they encompass. It examines the Nigerian-Biafran War, the political dictatorship of Idi Amin, and the 1994 genocide against the Tutsi, revealing how narratives surrounding these events are influenced by collective memory, political ideologies, and historical revisionism, ultimately affecting national unity and reconciliation efforts. The analysis highlights how dominant narratives often suppress complexities and marginalise certain groups, thereby perpetuating a sense of otherness. In Nigeria, muted discussions of the Biafran War emphasise post-conflict unity over historical trauma. Uganda presents a sanitised view of Amin's regime, omitting victim narratives to protect the current government's legitimacy. In Rwanda, the government’s framing of the genocide emphasises Tutsi victimhood while downplaying Hutu roles, thus shaping public memory in line with political priorities. The study positions each historical event along the shading continuum: the Nigerian-Biafran War is classified as “grey” due to its incomplete narratives; Amin's dictatorship as “silver” for its single, oversimplified perspective; and the Rwandan genocide as the “blackest black” due to severe limitations on multiperspectivity. By challenging dominant Western narratives and employing an intersectional approach, this research amplifies marginalised voices and calls for greater inclusivity, empathy, and understanding in historical discourse. Acknowledging these aspects fosters critical thinking and empathy, encouraging the users of these textbooks (whether researchers or students) to confront biases and challenge dominant narratives. UP Bursary Humanities Education PhD (Humanities Education) Unrestricted Faculty of Humanities SDG-04: Quality education 2025-02-13T10:59:33Z 2025-02-13T10:59:33Z 2025-04 2024-11 Thesis * A2025 http://hdl.handle.net/2263/100837 10.25403/UPresearchdata.28405964 en © 2023 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Sustainable Development Goals (SDGs) Otherness Dark history Multiperspectivity History education African textbooks Engaging with the “otherness” of dark history events in African history textbooks |
| title | Engaging with the “otherness” of dark history events in African history textbooks |
| title_full | Engaging with the “otherness” of dark history events in African history textbooks |
| title_fullStr | Engaging with the “otherness” of dark history events in African history textbooks |
| title_full_unstemmed | Engaging with the “otherness” of dark history events in African history textbooks |
| title_short | Engaging with the “otherness” of dark history events in African history textbooks |
| title_sort | engaging with the otherness of dark history events in african history textbooks |
| topic | UCTD Sustainable Development Goals (SDGs) Otherness Dark history Multiperspectivity History education African textbooks |
| url | http://hdl.handle.net/2263/100837 |