The Khoisan and 21st Century History Teacher
Session
Education and Development
Description
Relying on documentary analysis, this paper seeks to critically analyze the centrality of outdoor learning/field trips and Information Communication Technologies (ICTs) in unpacking the history of Khoisan who once occupied much of Central and Southern Africa. More importantly, the 21st century ‘teacher’ in the pedagogy of History resultantly plays out the role of a facilitator and learner-centered methodologies are vital. The Gods Must be Crazy! A film documentary and outdoor learning experiences to the National Museums and Monuments of Human Sciences in Harare, Zimbabwe are interesting case studies well exposited in the foregoing paper. Based on interviews with experienced History facilitators and interaction with History learners undergoing form 1-6, the paper argues that there is need for more resources to be channeled towards these methodologies unlike before. Newspapers, both print and online engaging with various narratives on the 21st century History learning shall also be critically analyzed.
Keywords:
Khoisan, 21st century History Teacher, Outdoor/Field Trips Documentary
Session Chair
Natka Jankova
Session Co-Chair
Alisa Sadiku
Proceedings Editor
Edmond Hajrizi
ISBN
978-9951-550-19-2
Location
Pristina, Kosovo
Start Date
26-10-2019 1:30 PM
End Date
26-10-2019 3:00 PM
DOI
10.33107/ubt-ic.2019.49
Recommended Citation
Msongelwa, Manners, "The Khoisan and 21st Century History Teacher" (2019). UBT International Conference. 49.
https://knowledgecenter.ubt-uni.net/conference/2019/events/49
The Khoisan and 21st Century History Teacher
Pristina, Kosovo
Relying on documentary analysis, this paper seeks to critically analyze the centrality of outdoor learning/field trips and Information Communication Technologies (ICTs) in unpacking the history of Khoisan who once occupied much of Central and Southern Africa. More importantly, the 21st century ‘teacher’ in the pedagogy of History resultantly plays out the role of a facilitator and learner-centered methodologies are vital. The Gods Must be Crazy! A film documentary and outdoor learning experiences to the National Museums and Monuments of Human Sciences in Harare, Zimbabwe are interesting case studies well exposited in the foregoing paper. Based on interviews with experienced History facilitators and interaction with History learners undergoing form 1-6, the paper argues that there is need for more resources to be channeled towards these methodologies unlike before. Newspapers, both print and online engaging with various narratives on the 21st century History learning shall also be critically analyzed.