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AbstractThe study looked at how the history curriculum was implemented in senior high schools in the Asuogyaman District of Ghana. The research used a mixed-methods research strategy, particularly the convergent design. The cluster sampling technique, proportional allocation and simple random sampling technique were used to choose a sample size of 200 Form 2 history students and censused 5 history teachers from four public senior high schools in the district. For the students, a 28-item questionnaire was used for data collection. The teachers were interviewed and their lesson delivery was observed. The qualitative data was organized into narrative themes, whilst the quantitative data were analyzed using means and standard deviations. The quantitative data was integrated with the qualitative data throughout the data integration process. From the findings, history teachers frequently used discussion, lecture, and question and answer methods of instruction. The teaching and learning aids used were supplementary textbooks and wall maps. The findings of this study point to the need to improve history teaching. As a result, head teachers of schools should encourage their teachers to lay emphasis more on the use of learner-centred teaching methods. Again, Ministry of Education should provide adequate instructional resources, especially audio and audio-visual resources to the schools.

This study examined the role of history education for nation building in Ethiopia, Germany Rwanda, South Africa, Switzerland, and USA using a comparative research method. Student textbooks and syllabi were the main data sources. Document review was the principal data-gathering tool and the data was analysed qualitatively. Findings revealed that there are some aim and learning objectives embedded in the textbooks and syllabi to cultivate unity and patriotism, and promote democratic values that facilitate nation building. Except in the context of Rwanda and USA, in all countries national history textbooks gave more emphasis to regional and global topics than national topics. In Rwanda, South Africa, and Ethiopia centrally prescribed one-size-fits-all contents focused on national narratives that appear to intentionally overlook ethnic-narratives. After the historic genocide in Rwanda and apartheid in South Africa, history textbooks focused on peace and reconciliation, and settlement of ethnic and race-based clashes. In the United States, Switzerland, and Germany, the instructional materials’ preparation process is decentralized to regional states or cantons. Except in South Africa, virtually in all countries, history is a compulsory subject. In Ethiopia, South Africa, and Switzerland history is taught as a separate subject, where as in the remaining countries it is taught as a combined social studies subject. Vis-à-vis the pedagogy, learner-centred methods and continuous assessment techniques appeared in the curricula often. The main lessons for Ethiopia include the need to incorporate more contents that help to ensure peace and national understanding, settle ethnic-based clashes, and facilitate national integration and the nation-building process.

The theoretical justification for enactivist approaches to learning is just beginning to emerge, and remains largely theoretical. Enactivism conceptualized as play beings us closer to the heart of the question about how play-based social studies might look. Recent research in simulations and games—forms of play—help to reveal some of the potential of the enacted domain. This paper attends to the (inter)subjective perspectives and lived experiences of two veteran middle school teachers who use play as a regularly occurring feature in their social studies teaching classes, which they co-construct and co-teach. Using a basic interpretive approach to research, this paper serves to highlight these perspectives and experiences as related by the participants in an effort to contextualize a highly theoretical approach to learning. Throughout this study, participants revealed their perceptions that the pedagogies of play are challenging but invaluable tools with which to approach social studies teaching. In doing so, this paper will help to illuminate some potential promises and pitfalls that an enactivist approach to social studies presents for the teachers.