August 4, 2025International Journal of Learning Teaching and Educational Research

Teaching School History in Post-colonial Southern Africa: A Decolonial Review of Teacher Education Challenges

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Authors

PCPfuurai Chimbunde BBByron W. Brown

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Implication

Case study reveals teaching challenges for history teachers in post-colonial Southern Africa, highlighting the need to reform teacher education practices.

Key Points

Main finding indicates significant challenges for history teachers in post-colonial Southern Africa due to cultural diversity.
Key evidence shows controversial topics and multilingualism complicate history teaching in Lesotho, South Africa, and Zimbabwe.
Approach involved a structured narrative literature review with thematic synthesis to gather insights on history teaching challenges.
Significance lies in recommending context-based training and innovative pedagogies for effective teacher education in the region.

Cite This Study

Chimbunde et al. (2025) studied this question.

synapsesocial.com/papers/689a0f8de6551bb0af8d0dd6 https://doi.org/10.26803/ijlter.24.7.34

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Implication

Case study reveals teaching challenges for history teachers in post-colonial Southern Africa, highlighting the need to reform teacher education practices.

Teaching School History in Post-colonial Southern Africa: A Decolonial Review of Teacher Education Challenges

Discussion

Member takes

Implication

Key Points

Cite This Study

Teaching School History in Post-colonial Southern Africa: A Decolonial Review of Teacher Education Challenges

Discussion

Member takes

Implication

Key Points

Cite This Study

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