Research Information System
VAD2024 Reconfigurations in Africa - and in African Studies, Erlangen, Germany, 30 September - 04 October 2024, (Unpublished)
In response to the challenges posed by populism to democratic ideals, this interdisciplinary study critically examines the representation of Pan-Africanism in South African high school history classrooms within the context of South African exceptionalism and Afrophobia. The study delves into the role of history education as a social agency in shaping national identity for social cohesion, particularly in the post-apartheid South African landscape.
Employing a qualitative empirical method, this research aims to shed light on the intricate dynamics of forming malleable political and social identities in classrooms. Focusing on the embedding of key Pan-Africanism ideas and concepts among learners, the study utilizes reflexive thematic analysis based on interviews with teachers from urban schools. The research explores the educators' role as social and political agents and investigates learners' contemporary understanding of Pan-Africanism.
The findings reveal significant variations in the representation of Pan-Africanism in classrooms, influenced by factors such as teachers' education, social class, experiences of apartheid, resource utilization, and language barriers. Notably, the study highlights a gap in learners' comprehension of core Pan-African concepts, emphasizing the impact of 'class' in terms of resource access and digitization, influencing students' perceptions of 'African-ness' even within ethnically homogeneous communities.
This research offers insights into how the teaching of Pan-Africanism intersects with social cohesion and populism in the African context. By analyzing the complexities within classrooms, it aims to enhance the understanding of the potential of history education to either reinforce or challenge prevailing socio-political narratives, ultimately influencing the formation of inclusive and resilient collectives.