Vol. 34 No. 1 (2025) | Yesterday and Today

Black Historians, Historiography, and History Education in the Era of #RhodesMustFall

Mojuta Steven Motlhamme

11-30

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Weaving Together a Tapestry of Historical Knowledge in the Post-apartheid School History Curriculum: The Case of Palesa Beverley Ditsie

Paul Maluleka , Mohau Soldaat

31-48

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Forgotten Footsteps: Reclaiming the Legacy of South Africa’s Unsung Heroines in History Education

Ntombikayise Nkosi

49-67

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The Significance of Environmental History in South Africa’s School History Curriculum within a VUCA Context

Patrick Alpheous Nyathi , Nokuthula Diborah Nkosi

68-92

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Centring African Vocabularies & Terminologies in Representing the Past: Insights from South African School History Textbooks

Bongani Shabangu , Kabelo Noosi, Ogodiseng Joseph Mokakale

93-118

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Conceptualisation of Decolonisation by Secondary School Teachers of History in Lusaka District of Zambia

Yvonne Malambo Kabombwe , Sarah Godsell , Alfred Masinire

119-143

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Decolonising Pedagogies for Values Inculcation in Secondary School History Teaching in Zimbabwe

Hlengiwe Ncube , Valencia Tshinompheni Mabalane

144-163

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Decolonising and Africanising Curriculum Knowledge: The Utility of the Music of Bob Marley, Fela Kuti and Tupac Shakur in Teaching Decoloniality in African Universities

Tawanda Ray Bvirindi, Calisto Chafadza

164-186

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By the Way, Who is Cranford Pratt? Questioning Active and Symbolic Monumentalisation of the University of Dar es Salaam

Nancy Alexander Rushohora

187-202

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The Lingering Coloniality of Knowledge: Challenges to Decolonising South African Universities

Kgomotso Jackson Phillip Sebola-Samanyanga, Hellen Zanele Nkosi , Keown Peter

203-223

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Yesterday and Today
Journal / Yesterday and Today / Vol. 34 No. 1 (2025) / Articles

Editorial

Editorial

Articles

Black Historians, Historiography, and History Education in the Era of #RhodesMustFall

Weaving Together a Tapestry of Historical Knowledge in the Post-apartheid School History Curriculum: The Case of Palesa Beverley Ditsie

Forgotten Footsteps: Reclaiming the Legacy of South Africa’s Unsung Heroines in History Education

The Significance of Environmental History in South Africa’s School History Curriculum within a VUCA Context

Centring African Vocabularies & Terminologies in Representing the Past: Insights from South African School History Textbooks

Conceptualisation of Decolonisation by Secondary School Teachers of History in Lusaka District of Zambia

Decolonising Pedagogies for Values Inculcation in Secondary School History Teaching in Zimbabwe

Decolonising and Africanising Curriculum Knowledge: The Utility of the Music of Bob Marley, Fela Kuti and Tupac Shakur in Teaching Decoloniality in African Universities

By the Way, Who is Cranford Pratt? Questioning Active and Symbolic Monumentalisation of the University of Dar es Salaam

The Lingering Coloniality of Knowledge: Challenges to Decolonising South African Universities

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