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dc.contributor.authorTaruvinga, Charles Ray
dc.identifier.citationTaruvinga, Charles Ray. (1997) The Crisis of 'O' Level History in Zimbabwe: A Silent But Dominant Theory Of Knowledge. A Didactic Theory Of Knowledge. A Didactic Practice, ZBTE Vol. 5, No.3. Harare, Mt. Pleasant: DTEen_GB
dc.descriptionA ZBTE article on curriculum challenges in the Zimbabwean education system especially pertaining to "O" level History.en_GB
dc.description.abstractThe crisis in history is part of a larger crisis in education in Zimbabwe. Histoiy in the Zimbabwean school curriculum is under seige, especially with the promotion of new subjects and the consequent falling numbers of pupils studying it. The ‘^unpopularity of history” is evidently a post-independence phenomenon. The pass rate in History at 'O’ Level has dropped dramatically in most schools since 1980. No simplistic explanations can be given for this state of affairs. It is or should, however, be a source of concern to various education authorities, historians and teachers of history. The purpose of this paper is to provide a synopsis of the problem and to try to anchor it within the competing theoretical frameworks. A position is taken which it is suggested would best inform the teaching of history in Zimbabwe. A brief historical expose of the 'O' Level history syllabi is given in order to contextualize this paper.en_GB
dc.publisherDepartment of Teacher Education (DTE), University of Zimbabween_GB
dc.titleThe Crisis Of 'O' Level History In Zimbabwe: A Silent But Dominant Theory Of Knowledge. A Didactic Theory Of Knowledge. A Didactic Practiceen_GB
dc.rights.holderUniversity of Zimbabween_GB

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