Subjects -> HISTORY (Total: 1540 journals)
    - HISTORY (859 journals)
    - History (General) (45 journals)
    - HISTORY OF AFRICA (72 journals)
    - HISTORY OF ASIA (67 journals)
    - HISTORY OF AUSTRALASIA AREAS (10 journals)
    - HISTORY OF EUROPE (256 journals)
    - HISTORY OF THE AMERICAS (183 journals)
    - HISTORY OF THE NEAR EAST (48 journals)

HISTORY (859 journals)            First | 1 2 3 4 5     

Showing 801 - 452 of 452 Journals sorted alphabetically
Studies in East European Thought     Hybrid Journal   (Followers: 4)
Studies in Eighteenth Century Culture     Full-text available via subscription   (Followers: 27)
Studies in History     Hybrid Journal   (Followers: 20)
Studies in History and Philosophy of Science     Hybrid Journal   (Followers: 13)
Studies in People’s History     Hybrid Journal   (Followers: 2)
Studies in the History of Gardens & Designed Landscapes: An International Quarterly     Hybrid Journal   (Followers: 8)
Studies in Western Australian History     Full-text available via subscription   (Followers: 3)
Substantia     Open Access  
Suomen Sukututkimusseuran Vuosikirja     Open Access  
SUSURGALUR : Jurnal Kajian Sejarah & Pendidikan Sejarah (Journal of History Education & Historical Studies)     Open Access  
T'oung Pao     Hybrid Journal   (Followers: 16)
Tangence     Full-text available via subscription  
Tartu Ülikooli ajaloo küsimusi     Open Access   (Followers: 1)
Teaching History     Full-text available via subscription   (Followers: 7)
Technology and Culture     Full-text available via subscription   (Followers: 32)
Tekniikan Waiheita     Open Access  
temp - tidsskrift for historie     Full-text available via subscription  
Temporalidades     Open Access  
Territories : A Trans-Cultural Journal of Regional Studies     Open Access   (Followers: 1)
Testimonios     Open Access  
The Americas : A Quarterly Review of Latin American History     Full-text available via subscription   (Followers: 10)
The Corvette     Open Access  
The Court Historian : The International Journal of Court Studies     Full-text available via subscription   (Followers: 2)
The Eighteenth Century     Full-text available via subscription   (Followers: 35)
The European Legacy: Toward New Paradigms     Hybrid Journal   (Followers: 1)
The Hilltop Review : A Journal of Western Michigan University Graduate Student Research     Open Access  
The Historian     Hybrid Journal   (Followers: 30)
The International History Review     Hybrid Journal   (Followers: 26)
The Italianist     Hybrid Journal   (Followers: 7)
The Journal of the Historical Society     Hybrid Journal   (Followers: 11)
The Seventeenth Century     Hybrid Journal   (Followers: 19)
The Sixties: A Journal of History, Politics and Culture     Hybrid Journal   (Followers: 9)
The Workshop     Open Access  
Theatre History Studies     Full-text available via subscription   (Followers: 8)
Tiempo y Espacio     Open Access  
Tijdschrift voor Geschiedenis     Full-text available via subscription   (Followers: 5)
Tijdschrift voor Rechtsgeschiedenis / Revue d'Histoire du Droit / The Legal History Review     Hybrid Journal   (Followers: 14)
Time & Society     Hybrid Journal   (Followers: 10)
Trabajos y Comunicaciones     Open Access  
Traditio     Full-text available via subscription   (Followers: 3)
Trans-pasando Fronteras     Open Access  
Transactions of the Philological Society     Hybrid Journal  
Transactions of the Royal Historical Society     Hybrid Journal   (Followers: 17)
Transactions of the Royal Society of South Africa     Hybrid Journal  
Transfers     Full-text available via subscription  
Transition     Full-text available via subscription   (Followers: 1)
Transmodernity : Journal of Peripheral Cultural Production of the Luso-Hispanic World     Open Access   (Followers: 4)
Trocadero     Open Access  
Troianalexandrina     Full-text available via subscription  
Turcica     Full-text available via subscription   (Followers: 6)
Turkish Historical Review     Hybrid Journal   (Followers: 3)
Turkish Studies     Hybrid Journal   (Followers: 5)
Twentieth Century British History     Hybrid Journal   (Followers: 21)
U.S. Catholic Historian     Full-text available via subscription   (Followers: 2)
UCLA Historical Journal     Open Access   (Followers: 1)
Ufahamu : A Journal of African Studies     Open Access   (Followers: 1)
United Service     Full-text available via subscription   (Followers: 1)
Urban History     Hybrid Journal   (Followers: 18)
Urban History Review / Revue d'histoire urbaine     Full-text available via subscription   (Followers: 7)
Vegueta : Anuario de la Facultad de Geografía e Historia     Open Access  
Veleia     Open Access  
Viator     Full-text available via subscription   (Followers: 14)
Victorian Naturalist, The     Full-text available via subscription   (Followers: 2)
Victorian Periodicals Review     Full-text available via subscription   (Followers: 13)
Vigiliae Christianae     Hybrid Journal   (Followers: 8)
Viking and Medieval Scandinavia     Full-text available via subscription   (Followers: 13)
Visual Resources: An International Journal of Documentation     Hybrid Journal   (Followers: 2)
Vivarium     Hybrid Journal  
War & Society     Hybrid Journal   (Followers: 27)
Water History     Hybrid Journal   (Followers: 8)
Welsh History Review     Full-text available via subscription   (Followers: 8)
West 86th     Full-text available via subscription   (Followers: 5)
West Virginia History: A Journal of Regional Studies     Full-text available via subscription   (Followers: 1)
Wicazo Sa Review     Full-text available via subscription   (Followers: 1)
Winterthur Portfolio     Full-text available via subscription   (Followers: 5)
Women's History Review     Hybrid Journal   (Followers: 15)
Yesterday and Today     Open Access   (Followers: 1)
Zeitschrift für Weltgeschichte     Full-text available via subscription   (Followers: 3)
Zutot     Hybrid Journal   (Followers: 1)
ИСТРАЖИВАЊА : Journal of Historical Researches     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  [672 journals]
  • Editorial

    •  
  • Utilizing a Historically Imbedded Source-Based Analysis Model (HISBAM) in
           the History school classroom

    • Abstract: This paper aims to elucidate upon a model that imbeds historical skills, concepts and categorizations into a source-based analysis approach utilizing levels of cognitive complexity by combining different types of sources into a coherent system. This model will focus on the South African school context. In this paper, concepts such as cause and effect and chronology will be explored, as well as historical categorizations of social, economic and political history. The taxonomy of source-based questioning will also be highlighted, as well as the variety of sources that could be used in a history classroom. Various theories and perspectives have emerged in the field of History, and these will also be explored to better understand the model in question. The paper will conclude with an in-depth explanation as to how this Historically Imbedded Source-Based Analysis Model could be used in the history classroom and the potential benefits that this model holds.
       
  • Education and the public good: Foregrounding education in history

    • Abstract: Historians can contribute significantly to education historiography to bolster education transformation. Contemporary scholarship in education, in the main, mostly wrestles with the current dispensation's transformation of education policy endeavours in the post-apartheid era. While there is no substantial or insurmountable disagreement on the education policy objectives in post-apartheid South Africa, much of the contestations seem to arise from how these objectives should be realised to achieve their lofty ideals. This is where learning from history is important. History is not merely concerned with constructing knowledge through relooking the past but also attending to the "selection" and "silences" over time. Among other things, South Africa's history also provides significant insights into how education contributed to developing a first-world economy in the country. This article argues that, because of education's ability to enable social and economic mobility to affect families, communities, and society in general positively, education is a public good that requires historians' involvement and attention. The article also considers the significance of funding education as a public good. Consequently, the paper argues that historians can make a significant contribution to transforming education in their continuous rewriting of history to learn from the past and foreground education as a public good in the past and present for the future.
       
  • People, space and time strategy: Teaching History through image analysis
           at a rural secondary school in Limpopo Province

    • Abstract: Efficient teaching approaches are critical to promote a positive attitude among learners of History at secondary schools. Learners' behaviour during History lessons and attitude towards the subject can be affected by a number of factors, including teaching methods, teaching styles, teacher's commitment and work ethic, etc. The study was conducted to examine the effect of using images in relation to the behaviour and attitude of learners towards the subject History. The study applies analytical research involving learners from a convenient group of schools around Mankweng in the use of the People, Space and Time (PST) image analysis strategy as a teaching strategy to affect the behaviour of learners towards the subject History. It uses image analysis to determine the effect of PST on the voluntary participation of learners in the History classroom. The results show that with careful organisation of visuals and crafting of questions, the PST method had a significant positive effect on learners' behaviour and attitude towards the subject. It was also observed that an increased number of learners responded comfortably to PST during class discussions. Teacher mentors have also shown interest in this strategy as learners seemed lively in class, with disinterest turning into interest as learner participation increased. The study concluded that an expert analysis of images is a key resource in the teaching of History.
       
  • Fallism as Decoloniality: Towards a Decolonised School History Curriculum
           in Post-colonial-apartheid South Africa

    • Abstract: The 2015/16 student protests in South Africa, dubbed #MustFall protests, signalled a historic moment in the country's post-colonial-apartheid history in which student-worker collaborations called for the decolonising of the university and its Eurocentric curriculum and, by extension, basic education and its Eurocentric curriculum too. Since then, there have emerged two dominant narratives of decolonisation in South Africa. The first is what I call a nativist delinking approach that recentres decolonial and Africa-centeredness discourses, ontologies, and epistemologies relatively separate from Euro-north and American-centric ones. The second is a broader, inclusive approach to decolonisation, which this study adopts. However, both these dominant narratives fail to counter much of the knowledge blindness informed by a false dichotomy advanced by positivist absolutism and constructive relativism that defines the sociology of education, including many of the calls for decolonisation. Thus, through a decolonial conceptual framework and Karl Maton's Epistemic-Pedagogic Device as a theoretical framework, fallism as decoloniality is adopted in this study to propose ways to transcend the Eurocentrism that characterises the current school history curriculum in South Africa, as well as the nativist and narrow provincialism of knowledge. Equally, an argument is made for the advancement of an inclusive decolonial project that is concerned with relations within knowledge and curriculum and their intrinsic structures.
       
  • &rft.title=Yesterday+and+Today&rft.issn=2223-0386&rft.date=&rft.volume=">"Better a barefoot than none": Influences of Nationalist ideologies on
           girlhood in the history classroom

    • Abstract: This study adopted autoethnography as a research methodology to relive and reflect on my experiences as a White Afrikaner girl in a history class during the apartheid era in South Africa. This paper focuses on how the grand narratives of Afrikaner Nationalist ideologies and Whiteness in South Africa influenced girlhood or girl-becoming within the History classroom during apartheid in the late 1980s. This paper purposefully interrogates how ideologies of white supremacy, such as ordentlikheid (ethnicised respectability), found their way into the micro-context of a primary school history classroom through small acts of oppression. Epistemologically, I underpin this this paper by an interpretative paradigm to justify the meaning-making of personal experiences, which form the core of this paper. Methodologically, the study adopted a qualitative approach, and the research design comprised of an autoethnography. Data consisted of a personal narrative developed from a reflective piece of personal free writing into a crafted story by relying on memory work and checked by verisimilitude to remember specific details. I was the sole participant in that I generated the data through my narrative. An analysis of the findings showed 'place' as predominant convergence of identity marker, namely the place of 'outsider-girlhood' within the socio-educational context and intersectionality as Nationalist influence on white girlhood. I conclude the paper with my final reflections as a form of meaning-making.
       
  • Silenced and Invisible Historical Figures in Zambia: An Analysis of the
           Visual Portrayal of Women in Senior Secondary School History Textbooks

    • Abstract: Despite their significant contribution to the country's historical development, women's influence is commonly underestimated and ignored in Zambian history literature. Subsequently, their role remains undocumented in secondary school textbooks to the extent that the sex blindness of traditional historiography, which sustains male dominance in history, remains unchallenged in the books. Through a qualitative approach and purposive sampling of two Zambian secondary school Grade 12 learners' history textbooks, the study examined the portrayal of women. Located within the decoloniality paradigm, it counters the coloniality of power manifested through the insularity of dominant patriarchal historical narratives entrenched in the secondary school history curriculum, largely reflecting the remnants of colonial epistemologies and historiographical traditions. The findings in both textbooks reveal that the female characters are silenced and invisible compared to their male counterparts, reflecting the patriarchy hegemony in the secondary school Zambian history curriculum. In decolonising colonial power manifested in the curriculum, the study recommends mainstreaming gender equality in the history curricula and teaching and learning materials, mainly the learners' textbooks, to reflect women's achievements.
       
  • How should a national curriculum for History be quality assured' The
           case of the South African Curriculum and Assessment Policy Statement
           (CAPS)

    • Abstract: The South African Council for Quality Assurance in General and Further Education and Training, known as Umalusi, embarked on a project to quality assure the South African Curriculum and Assessment Policy Statement (CAPS) curriculum for schools (2011) in 2012. This article analysis the process in terms of the history curriculum and provides a commentary on universal principles for the quality assurance of national curricula in general. Six quality assurance measures are identified and discussed: comparison between the outgoing and the incoming curricula; entry- and exit-level requirements; internal comparison between Phases [Key Stages] of the curriculum; comparison of the history curriculum statement with statements for other curriculum subjects; current trends in history education; and comparison with history curricula in other countries. Conclusions are drawn for Umalusi and its practice, the CAPS curriculum itself, and the history curriculum.
       
  • Navigating and adapting the History curriculum as an official policy to
           realities on the ground in Eswatini, Waterford Kamhlaba United World
           College

    • Abstract: The South African Council for Quality Assurance in General and Further Education and Training, known as Umalusi, embarked on a project to quality assure the South African Curriculum and Assessment Policy Statement (CAPS) curriculum for schools (2011) in 2012. This article analysis the process in terms of the history curriculum and provides a commentary on universal principles for the quality assurance of national curricula in general. Six quality assurance measures are identified and discussed: comparison between the outgoing and the incoming curricula; entry- and exit-level requirements; internal comparison between Phases [Key Stages] of the curriculum; comparison of the history curriculum statement with statements for other curriculum subjects; current trends in history education; and comparison with history curricula in other countries. Conclusions are drawn for Umalusi and its practice, the CAPS curriculum itself, and the history curriculum.
       
  • The History curriculum in Zimbabwe: Wishlist versus realities on the
           ground

    • Abstract: The South African Council for Quality Assurance in General and Further Education and Training, known as Umalusi, embarked on a project to quality assure the South African Curriculum and Assessment Policy Statement (CAPS) curriculum for schools (2011) in 2012. This article analysis the process in terms of the history curriculum and provides a commentary on universal principles for the quality assurance of national curricula in general. Six quality assurance measures are identified and discussed: comparison between the outgoing and the incoming curricula; entry- and exit-level requirements; internal comparison between Phases [Key Stages] of the curriculum; comparison of the history curriculum statement with statements for other curriculum subjects; current trends in history education; and comparison with history curricula in other countries. Conclusions are drawn for Umalusi and its practice, the CAPS curriculum itself, and the history curriculum.
       
  • Reflections on Sessional Paper No 10, 1965, a government policy paper that
           widened the economic, social and political divide in Kenya

    • Abstract: The South African Council for Quality Assurance in General and Further Education and Training, known as Umalusi, embarked on a project to quality assure the South African Curriculum and Assessment Policy Statement (CAPS) curriculum for schools (2011) in 2012. This article analysis the process in terms of the history curriculum and provides a commentary on universal principles for the quality assurance of national curricula in general. Six quality assurance measures are identified and discussed: comparison between the outgoing and the incoming curricula; entry- and exit-level requirements; internal comparison between Phases [Key Stages] of the curriculum; comparison of the history curriculum statement with statements for other curriculum subjects; current trends in history education; and comparison with history curricula in other countries. Conclusions are drawn for Umalusi and its practice, the CAPS curriculum itself, and the history curriculum.
       
  • Challenges related to the Zambian history curriculum

    • Abstract: The South African Council for Quality Assurance in General and Further Education and Training, known as Umalusi, embarked on a project to quality assure the South African Curriculum and Assessment Policy Statement (CAPS) curriculum for schools (2011) in 2012. This article analysis the process in terms of the history curriculum and provides a commentary on universal principles for the quality assurance of national curricula in general. Six quality assurance measures are identified and discussed: comparison between the outgoing and the incoming curricula; entry- and exit-level requirements; internal comparison between Phases [Key Stages] of the curriculum; comparison of the history curriculum statement with statements for other curriculum subjects; current trends in history education; and comparison with history curricula in other countries. Conclusions are drawn for Umalusi and its practice, the CAPS curriculum itself, and the history curriculum.
       
  • Teaching African History in schools: Experiences and perspectives from
           Africa and beyond

    • Abstract: The South African Council for Quality Assurance in General and Further Education and Training, known as Umalusi, embarked on a project to quality assure the South African Curriculum and Assessment Policy Statement (CAPS) curriculum for schools (2011) in 2012. This article analysis the process in terms of the history curriculum and provides a commentary on universal principles for the quality assurance of national curricula in general. Six quality assurance measures are identified and discussed: comparison between the outgoing and the incoming curricula; entry- and exit-level requirements; internal comparison between Phases [Key Stages] of the curriculum; comparison of the history curriculum statement with statements for other curriculum subjects; current trends in history education; and comparison with history curricula in other countries. Conclusions are drawn for Umalusi and its practice, the CAPS curriculum itself, and the history curriculum.
       
  • U Zulu: Umlando Nobuqhawe BukaZulu (The history and heroism of the Zulu
           nation)

    • Abstract: The South African Council for Quality Assurance in General and Further Education and Training, known as Umalusi, embarked on a project to quality assure the South African Curriculum and Assessment Policy Statement (CAPS) curriculum for schools (2011) in 2012. This article analysis the process in terms of the history curriculum and provides a commentary on universal principles for the quality assurance of national curricula in general. Six quality assurance measures are identified and discussed: comparison between the outgoing and the incoming curricula; entry- and exit-level requirements; internal comparison between Phases [Key Stages] of the curriculum; comparison of the history curriculum statement with statements for other curriculum subjects; current trends in history education; and comparison with history curricula in other countries. Conclusions are drawn for Umalusi and its practice, the CAPS curriculum itself, and the history curriculum.
       
  • History of South Africa from 1902 to the present

    • Abstract: The South African Council for Quality Assurance in General and Further Education and Training, known as Umalusi, embarked on a project to quality assure the South African Curriculum and Assessment Policy Statement (CAPS) curriculum for schools (2011) in 2012. This article analysis the process in terms of the history curriculum and provides a commentary on universal principles for the quality assurance of national curricula in general. Six quality assurance measures are identified and discussed: comparison between the outgoing and the incoming curricula; entry- and exit-level requirements; internal comparison between Phases [Key Stages] of the curriculum; comparison of the history curriculum statement with statements for other curriculum subjects; current trends in history education; and comparison with history curricula in other countries. Conclusions are drawn for Umalusi and its practice, the CAPS curriculum itself, and the history curriculum.
       
 
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