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Publisher: SciELO   (Total: 737 journals)

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Showing 601 - 741 of 741 Journals sorted alphabetically
Revista Estudos Feministas     Open Access   (SJR: 0.208, CiteScore: 0)
Revista Facultad de Ciencias Económicas: Investigación y Reflexión     Open Access  
Revista Facultad de Ingenieria - Universidad de Tarapaca     Open Access   (Followers: 1)
Revista Facultad de Ingeniería Universidad de Antioquia     Open Access   (Followers: 1, SJR: 0.172, CiteScore: 0)
Revista Facultad de Medicina de la Universidad Nacional de Colombia     Open Access   (SJR: 0.125, CiteScore: 0)
Revista Facultad Nacional de Agronomía, Medellín     Open Access   (SJR: 0.138, CiteScore: 0)
Revista Facultad Nacional de Salud Pública     Open Access  
Revista Gaúcha de Enfermagem     Open Access   (SJR: 0.225, CiteScore: 1)
Revista Geológica de América Central     Open Access  
Revista Geológica de Chile     Open Access   (Followers: 1)
Revista Gerencia y Políticas de Salud     Open Access   (SJR: 0.136, CiteScore: 0)
Revista Habanera de Ciencias Médicas     Open Access   (SJR: 0.211, CiteScore: 0)
Revista Historia y Sociedad     Open Access  
Revista IBRACON de Estruturas e Materiais     Open Access   (Followers: 1)
Revista Ingenieria de Construcción     Open Access   (Followers: 1, SJR: 0.204, CiteScore: 0)
Revista Ingenierías Universidad de Medellín     Open Access  
Revista Integra Educativa     Open Access  
Revista Interamericana de Bibliotecología     Open Access   (Followers: 7)
Revista Internacional de Contaminación Ambiental     Open Access   (SJR: 0.152, CiteScore: 0)
Revista ION     Open Access  
Revista IUS     Open Access  
Revista Katálysis     Open Access  
Revista Lasallista de Investigación     Open Access   (SJR: 0.146, CiteScore: 0)
Revista Latino-Americana de Enfermagem     Open Access   (SJR: 0.339, CiteScore: 1)
Revista Latinoamericana de Bioética     Open Access  
Revista Latinoamericana de Desarrollo Económico     Open Access  
Revista Latinoamericana de Filosofía     Open Access   (Followers: 1)
Revista Latinoamericana de Investigación en Matemática Educativa     Open Access   (SJR: 0.171, CiteScore: 0)
Revista Latinoamericana de Psicopatologia Fundamental     Open Access   (SJR: 0.201, CiteScore: 0)
Revista Medica de Chile     Open Access   (SJR: 0.259, CiteScore: 1)
Revista Médica del Hospital Nacional de Niños Dr. Carlos Sáenz Herrera     Open Access   (Followers: 1)
Revista Médica Electrónica     Open Access  
Revista Médica La Paz     Open Access  
Revista Mexicana de Análisis de la Conducta     Open Access   (SJR: 0.405, CiteScore: 1)
Revista Mexicana de Astronomía y Astrofísica     Open Access   (Followers: 2, SJR: 0.596, CiteScore: 1)
Revista Mexicana de Biodiversidad     Open Access   (SJR: 0.421, CiteScore: 1)
Revista Mexicana de Ciencias Agrícolas     Open Access   (Followers: 1)
Revista Mexicana de Ciencias Geológicas     Open Access   (SJR: 0.308, CiteScore: 1)
Revista Mexicana de Ciencias Pecuarias     Open Access   (Followers: 1, SJR: 0.17, CiteScore: 0)
Revista Mexicana de Economía y Finanzas     Open Access  
Revista Mexicana de Física     Open Access   (SJR: 0.203, CiteScore: 0)
Revista mexicana de física E     Open Access  
Revista Mexicana de Fitopatología     Open Access  
Revista Mexicana de Ingeniería Química     Open Access   (SJR: 0.328, CiteScore: 1)
Revista Mexicana de Investigación Educativa     Open Access   (Followers: 3, SJR: 0.291, CiteScore: 0)
Revista Mexicana de Micologí­a     Open Access  
Revista Mexicana de Sociologí­a     Open Access   (Followers: 9, SJR: 0.142, CiteScore: 0)
Revista Musical Chilena     Open Access   (SJR: 0.1, CiteScore: 0)
Revista MVZ Córdoba     Open Access   (SJR: 0.173, CiteScore: 0)
Revista Odonto Ciência     Open Access   (SJR: 0.101, CiteScore: 0)
Revista Opinión Jurídica     Open Access  
Revista Panamericana de Salud Pública     Open Access   (SJR: 0.452, CiteScore: 1)
Revista Paulista de Pediatria     Open Access   (SJR: 0.472, CiteScore: 1)
Revista Perspectivas     Open Access  
Revista Pilquen : Sección Ciencias Sociales     Open Access  
Revista Portuguesa de Cirurgia     Open Access   (Followers: 1)
Revista Portuguesa de Enfermagem de Saúde Mental     Open Access  
Revista Portuguesa de Imunoalergologia     Open Access   (Followers: 2, SJR: 0.141, CiteScore: 0)
Revista Portuguesa de Ortopedia e Traumatologia     Open Access  
Revista Portuguesa de Saúde Pública     Open Access   (SJR: 0.155, CiteScore: 0)
Revista Portuguesa e Brasileira de Gestão     Open Access  
Revista Signos     Open Access   (SJR: 0.174, CiteScore: 0)
Revista Universitaria de Geografía     Open Access  
Revista Uruguaya de Cardiologia     Open Access  
Revista Veterinaria     Open Access   (SJR: 0.105, CiteScore: 0)
RGO : Revista Gaúcha de Odontologia     Open Access   (SJR: 0.104, CiteScore: 0)
RISTI : Revista Ibérica de Sistemas e Tecnologias de Informação     Open Access   (SJR: 0.213, CiteScore: 1)
RLA : revista de linguistica teorica y aplicada     Open Access   (Followers: 1, SJR: 0.192, CiteScore: 0)
Rodriguésia     Open Access   (SJR: 0.734, CiteScore: 2)
SA Orthopaedic J.     Open Access   (Followers: 2)
Salud Colectiva     Open Access   (SJR: 0.22, CiteScore: 0)
Salud Mental     Open Access   (Followers: 1, SJR: 0.173, CiteScore: 1)
Sanidad Militar     Open Access  
São Paulo em Perspectiva     Open Access  
Sao Paulo Medical J.     Open Access   (SJR: 0.334, CiteScore: 1)
Saúde e Sociedade     Open Access   (SJR: 0.384, CiteScore: 0)
Saúde em Debate     Open Access  
Sba: Controle & Automação Sociedade Brasileira de Automatica     Open Access  
Scientia Agricola     Open Access   (SJR: 0.578, CiteScore: 2)
Scientiae Studia     Open Access  
Secuencia     Open Access   (SJR: 0.101, CiteScore: 0)
Serviço Social & Sociedade     Open Access   (Followers: 1)
Sexualidad, Salud y Sociedad (Rio de Janeiro)     Open Access   (Followers: 2)
Si Somos Americanos     Open Access  
Signos Filosóficos     Open Access   (SJR: 0.107, CiteScore: 0)
Silva Lusitana     Open Access  
Sociedade & Natureza     Open Access  
Sociedade e Estado     Open Access   (Followers: 2, SJR: 0.127, CiteScore: 0)
Sociologia : Revista da Faculdade de Letras da Universidade do Porto     Open Access  
Sociologias     Open Access   (Followers: 2, SJR: 0.15, CiteScore: 0)
Sociológica     Open Access   (Followers: 2)
Soldagem & Inspeção     Open Access   (SJR: 0.238, CiteScore: 0)
South African Dental J.     Open Access  
South African J. of Agricultural Extension     Open Access   (Followers: 4)
South African J. of Animal Science     Open Access   (Followers: 3, SJR: 0.387, CiteScore: 1)
South African J. of Childhood Education     Open Access   (Followers: 1)
South African J. of Enology and Viticulture     Open Access   (SJR: 0.301, CiteScore: 1)
South African J. of Industrial Engineering     Open Access   (Followers: 3, SJR: 0.201, CiteScore: 1)
South African J. of Occupational Therapy     Open Access   (Followers: 39)
South African J. of Surgery     Open Access   (Followers: 1, SJR: 0.162, CiteScore: 0)
South African Medical J.     Open Access   (Followers: 5, SJR: 0.45, CiteScore: 1)
Studia Historiae Ecclesiasticae     Open Access   (Followers: 3)
Summa Phytopathologica     Open Access   (SJR: 0.258, CiteScore: 0)
Tecnología Química     Open Access  
Tecnología y Ciencias del Agua     Open Access   (SJR: 0.153, CiteScore: 0)
Temas y Debates     Open Access  
Tempo     Open Access   (Followers: 2, SJR: 0.103, CiteScore: 0)
Tempo Social     Open Access   (Followers: 2, SJR: 0.135, CiteScore: 0)
Teología y Vida     Open Access   (Followers: 1, SJR: 0.122, CiteScore: 0)
Terapia Psicológica     Open Access   (SJR: 0.394, CiteScore: 1)
Texto & Contexto - Enfermagem     Open Access   (SJR: 0.273, CiteScore: 1)
The European J. of Psychiatry (edicion en español)     Open Access   (Followers: 1)
Theologica Xaveriana     Open Access   (SJR: 0.14, CiteScore: 0)
Tinkazos     Open Access  
Tópicos del seminario     Open Access   (Followers: 1)
Toxicodependências     Open Access  
Trabalho, Educação e Saúde     Open Access  
Trabalhos em Linguistica Aplicada     Open Access  
Trans/Form/Ação - Revista de Filosofia     Open Access   (SJR: 0.1, CiteScore: 0)
Transinformação     Open Access   (Followers: 1, SJR: 0.192, CiteScore: 0)
Trends in Psychiatry and Psychotherapy     Open Access   (Followers: 9, SJR: 0.323, CiteScore: 1)
Tydskrif vir Geesteswetenskappe     Open Access   (SJR: 0.193, CiteScore: 0)
Tydskrif vir Letterkunde     Open Access   (SJR: 0.235, CiteScore: 0)
Ultima Década     Open Access  
Universidad y Ciencia     Open Access   (Followers: 1)
Universitas Medica     Open Access   (Followers: 1)
Universitas Philosophica     Open Access  
Universitas Scientiarum     Open Access   (SJR: 0.192, CiteScore: 1)
Universum : Revista de Humanidades y Ciencias Sociales     Open Access   (Followers: 1, SJR: 0.155, CiteScore: 0)
Vaccimonitor     Open Access   (Followers: 1, SJR: 0.177, CiteScore: 0)
Varia Historia     Open Access   (SJR: 0.152, CiteScore: 0)
Veritas : Revista de Filosofí­a y Teología     Open Access   (Followers: 1, SJR: 0.101, CiteScore: 0)
Veterinaria (Montevideo)     Open Access  
Veterinaria México     Open Access  
Vibrant : Virtual Brazilian Anthropology     Open Access  
Visión de futuro     Open Access  
Vniversitas     Open Access   (SJR: 0.16, CiteScore: 0)
Water SA     Open Access   (Followers: 2, SJR: 0.361, CiteScore: 1)
West Indian Medical J.     Open Access   (Followers: 1, SJR: 0.174, CiteScore: 0)
Yesterday and Today     Open Access   (Followers: 1)
Zoologia (Curitiba)     Open Access  

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Similar Journals
Journal Cover
Yesterday and Today
Number of Followers: 1  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2223-0386
Published by SciELO Homepage  [737 journals]
  • Editorial

    •  
  • Poetry as method in the history classroom: decolonising
           possibilities

    • Abstract: Poetry can present historical material in a non-academic format. This format may be particularly important for students who are excluded from epistemic access (Morrow, 2007). This exclusion stems from many things, but ways of writing, ways of framing history, and whose voices and stories are heard are part of this exclusion. This article explores using poetry as a method of decolonising history teaching, primarily in teacher training classroom contexts. Poetry provides a unique combination of orality, personal perspective, artistic license, and historical storytelling. The form can also draw students into a lesson. As a device somewhat removed from students' ideas about what history is, poetry is an alternative way of investigating ideas of "truth", evidence, narrative, and perspective. It provides an entry point to historical topics, that can be supplemented through other texts and forms of evidence. Poetry also provides a voicing for sensitive topics, acknowledges and embraces complexity and pain. It could also remove the teacher as mediator, even if only for a moment. Additionally, it can open space for marginalised voices and stories. By drawing from local poems, especially by black womxn poets, race and gender are centred in the conversation in a visceral way. International poets open conversations about globally linked histories. Poets from different generations raise questions of continuity and change. All poems are open to examination through historical thinking skills. This article explores the tensions in decolonising the Curriculum Assessment Policy Statement (CAPS) history Further Education and Training (FET)(Senior High School) curriculum and in using a creative medium such as poetry to do so.
       
  • Learners' imagination of democratic citizenship in post-apartheid South
           Africa: Exploring critical literary pedagogy in History teaching

    • Abstract: Post-apartheid South Africa struggles to develop a sense of social cohesion and nationhood, which remain largely unfulfilled constitutional imperatives. The pre-amble of the post-apartheid constitution (1996) recognises amongst other things, the "injustices of our past, ... that South Africa belongs to all who live in it, and (to) lay the foundations for a democratic and open society". The Curriculum and Assessment Policy Statement (CAPS) creates space in the history curriculum to address democratic citizenship and social cohesion. Due to a racially fragmented history, South African nationhood is still a future-oriented project for the attention of the state, and in the context of this study, the education sector. This article reports on an exploratory history lesson, teaching democratic citizenship for social development and nation-building. The lesson was presented to grade 10 learners at a township high school in North Pretoria. A "critical literary pedagogy" (CLP) approach was employed as a pathway to teaching social cohesion and nationhood, through historical reflection and imagination. A CLP approach has a commitment to change and employs literary texts as learning material. The article responds to the research question: What is the potential role of CLP as an approach to the teaching of democratic citizenship in a post-apartheid classroom' As conceptual framework "cosmubuntuism", a combination of cosmopolitan and Ubuntu values provides a theoretical lens to understand learners' imaginations of democratic citizenship. Five dominant themes emerged from the data, confirming the potential of CLP, but alerting to contradictory and critical outcomes of the lesson. Recommendations are suggested, inter alia, for teacher education institutions to use the CLP approach to address the didactical needs of history teachers to cultivate social cohesion and nationhood in the post-apartheid South African history classroom.
       
  • Emotions in holocaust education - the narrative of a history
           teacher

    • Abstract: Emotion is an integral part of Holocaust education and inculcating empathy in learners is a well-used pedagogical tool to encourage learners to connect with the victims. This is necessary because of the vast number of victims who died at the hands of the Nazis and their collaborators -six million Jews and five million non-Jews. These numbers are generally difficult to comprehend and there can be a tendency to crush thoughts of all the victims together into a single unit, say, the six million, rather than embrace the thought of six million individuals. To help learners relate better to the Jewish victims and survivors, the personal stories of individuals are often told to personalise the Holocaust. This is a tool used in both schools and museums by history teachers and museum educators. Teaching the Holocaust is not a dispassionate, disconnected experience for history teachers. They are often personally affected whether to a greater or lesser degree, and both their teaching and understanding of the Holocaust are often linked to their personal stories. This article is based on the story of one history teacher, whose personal story shaped her Holocaust pedagogy and philosophy when she taught about the Holocaust. The Holocaust is included in the national history curriculum for Grade 9 and 11 learners in the South African school curriculum. Within a qualitative, narrative inquiry framework, the article discusses the personal story of Florence, a Coloured South African history teacher. Along with her family, she did not personally experience apartheid trauma, as many other current South African history teachers did, nor did her family have any personal connections to World War II Europe. Florence simply drew on her personal experiences as a young girl growing up in a lower middle-class family to formulate her own pedagogy with which to teach the Holocaust and engender empathy in her learners. She did this by including techniques such as visualisations to create a certain mood in the classroom before embarking on teaching what, to her, was a horrific, evil event, and to ensure that the learners did not take what they were going to hear lightly. Her methodology was devised to inculcate empathy and enhance depth of understanding.
       
  • Gender in national history narratives in social studies textbooks for
           Ghana

    • Abstract: The Ghanaian society is highly patriarchal and one of the immediate outcomes is that assignment of roles and responsibilities are typically based on gender lines. This paper is about gender representation in social studies textbooks in Ghana for Junior High School (JHS) students. In this article we argue that this inherent division of responsibilities based on gender navigates into history textbook narratives and influences the roles that are assigned to male and female characters. We further argue that male characters are assigned more superior roles than female characters in Ghanaian history textbooks, albeit subtly. The article uses the Ghanaian social studies textbook for JHS which documents historical accounts of Ghanaian men and women in precolonial, colonial and postcolonial periods. Both content and thematic analyses were used to present evidence for the findings. The contents of the selected textbooks sections were organised into two types of narratives to establish how gender is represented and whether one gender is systematically undermined in the texts. This helped to summarise the content into themes. Firstly, we assessed the representation of male and female characters in the texts to ascertain the extent to which females and males are represented in the narratives. Secondly, we assessed the language used in the textbooks to show if the language and specific key words used favoured particular gender groups. In this article we conclude that linking men to more prestigious occupations and heroic undertakings of the past and silencing of women in such positions, is subtle but predominant in the treatment of history in Ghanaian JHS social studies textbooks. Consequently, we recommend the development of a gender-sensitive policy to mainstream gender neutrality in curriculum development and textbooks contents.
       
  • Navigating the tension between official and unofficial History - a
           teacher's view

    • Abstract: Growing up in the post-apartheid era in a township on the outskirts of Durban, and schooling in Durban North, I always wondered why the houses in KwaMashu township were small, clustered and all looked similar compared to the houses where I schooled. Although I grew up questioning this, I would never discuss such topics with my parents. So, when the topic of apartheid was taught in school "it all made sense" until I did an oral history project on my grandmother, Sibukeli Angelina Mbokazi, who was a domestic worker during the apartheid regime. My grandmother felt differently from what I thought she would, which severely challenged me. This was especially the case because my grandmother and my mother were victims of the apartheid era land dispossession laws. This article articulates the internal challenges I have faced in the history classroom when the unofficial history of my family, as articulated by my grandmother, conflicted with the official curricula and textbooks.
       
  • No title

    •  
  • The Department of Humanities Education, Faculty of Education, University
           of Pretoria is proud to host the 33rd SASHT & the 3rd AHE-AFRIKA
           conference Thursday 26 and Friday 27 September 2019

    • Abstract: Growing up in the post-apartheid era in a township on the outskirts of Durban, and schooling in Durban North, I always wondered why the houses in KwaMashu township were small, clustered and all looked similar compared to the houses where I schooled. Although I grew up questioning this, I would never discuss such topics with my parents. So, when the topic of apartheid was taught in school "it all made sense" until I did an oral history project on my grandmother, Sibukeli Angelina Mbokazi, who was a domestic worker during the apartheid regime. My grandmother felt differently from what I thought she would, which severely challenged me. This was especially the case because my grandmother and my mother were victims of the apartheid era land dispossession laws. This article articulates the internal challenges I have faced in the history classroom when the unofficial history of my family, as articulated by my grandmother, conflicted with the official curricula and textbooks.
       
 
 
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