From Auschwitz to apartheid – conceptual representations in history textbooks

Abstract

The transformation of the South African curriculum for high school history meant that, according to outcomes-based education philosophy, conceptual representations largely replaced the narrative form. Secondly, it meant that the process was driven by a political, human rights-oriented framework that aimed, among other things, to develop a sense of agency in learners. This article endeavours to determine how both these drives are reflected in the curriculum and in recently published grade 11 history textbooks. The subject of Nazi Germany is examined for this purpose. Some comparisons between this and apartheid are made, so as to illustrate conceptual and historical links between the two. Thereafter, using discourse analysis, three themes from the sampled data are discussed. These are, firstly, missed opportunity to develop agency by simplified, a-historical conceptual representations of racism, human rights and democracy. Secondly, discourses that do invoke a sense of agency are identified and discussed, using some illustrations. Thirdly, gap-filled discourses that obstruct the opportunity to understand issues of ‘‘race’’ are named and discussed. I conclude that it is not clear how conceptual representations could invoke a sense of agency in learners and that history as a discipline becomes compromised as result of such an approach.

Keywords:

• history textbooks
• holocaust
• apartheid
• Nazism
• racism
• agency
• human rights
• democracy
• conceptual representation

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