1. Diluting history in the quest for social justice

2. Teachers or Recruiters?

3. How can one ignore this…

4. Listen carefully:  History teachers must teach history: impart a historical gaze  a way of looking at the present as a consequence of the events of the past and developing a way to reflect an opinion of those events and turning points in a manner which acknowledge s our limited perspectives.

5. PK = S + P + E  SUBSTANTIVE HISTORY  SUBSTANTIVE + EVERYDAY  SUBSTANTIVE + PROCEDURAL + EVERYDAY

6. Activism as a result of  Personal convictions  Result of the formal curriculum Its impact on what learners do

7. Tasks: historical thinking

9. COME 1990’S…  FROM CONSCIOUSNESS TO CONSCIENCE (Morgan 2011)  Framework for history reflected a desire to correct past wrongs (Sieborger 2006)  Weak boundary maintenance allows for the infusion of influences other than subject specific knowledge (Muller,Young 2011)  Knowledge loses its pre-eminent position.

10.  the criteria for the nature of textbooks sounded more like a human rights checklist” and that “rights consciousness had been greater than historical consciousness.” (Jorn Rüsen)

11. Teacher as activist:

12.  Let the historians WRITE the wrongs of the past  They will choose sides. They always do!  Not to do so would be immoral

13. What should history teachers do?  take into account learners lack of adequate second register  Expose learners to situations in which they can practice their historical gaze: a variety of sources

14. For whom should the learner vote?  Historically conscious learners will know.  Historically illiterate ones can be duped.