{"id":{"repo_id":"cape-town","oai_identifier":"oai:open.uct.ac.za:11427/10414"},"canonical_url":"https://search.dev.ndltd.org/etd/cape-town/oai:open.uct.ac.za:11427/10414","repository":{"repo_id":"cape-town","name":"University of Cape Town","base_url":"https://open.uct.ac.za/oai/request"},"display":{"title":"From narrative to severed heads : the form and location of white supremacist history in textbooks of the apartheid and post-apartheid eras : a case study","abstract":"This dissertation reveals the enduring willingness of South African history textbooks to legitimate white supremacy. During the apartheid era, a historiographic mythology bearing the stamp of officialdom was propagated by history textbooks. This mythology constituted the era's \"white history\" - that version of history which serves to legitimate white supremacy in South Africa. Though in specific instances the old mythology has been forsworn, white history survives in the post-aparheid textbooks. The tenets of white history are now delivered individually and indirectly by way of severed heads (primary of secondary sources) that, once recovered and reassembled by student learners, constitute the familiar grand narrative. Two historiographical myths promulgated during apartheid are taken as emblems of white history and adopted for the purposes of study as units of analysis. Their form and location are then traced through one prominent publisher's history textbooks of the apartheid and post-apartheid eras. The demonstrated survival of white history in post-apartheid history education is traced to the white stipulations placed upon the post-apartheid curriculum during the reconciliation process. The contemporary trend of progressivist education enabled the phenomenon pedagogically through emphasis on a zealously learner-centred, interactive approach.","abstract_html":"This dissertation reveals the enduring willingness of South African history textbooks to legitimate white supremacy. During the apartheid era, a historiographic mythology bearing the stamp of officialdom was propagated by history textbooks. This mythology constituted the era's "white history" - that version of history which serves to legitimate white supremacy in South Africa. Though in specific instances the old mythology has been forsworn, white history survives in the post-aparheid textbooks. The tenets of white history are now delivered individually and indirectly by way of severed heads (primary of secondary sources) that, once recovered and reassembled by student learners, constitute the familiar grand narrative. Two historiographical myths promulgated during apartheid are taken as emblems of white history and adopted for the purposes of study as units of analysis. Their form and location are then traced through one prominent publisher's history textbooks of the apartheid and post-apartheid eras. The demonstrated survival of white history in post-apartheid history education is traced to the white stipulations placed upon the post-apartheid curriculum during the reconciliation process. The contemporary trend of progressivist education enabled the phenomenon pedagogically through emphasis on a zealously learner-centred, interactive approach.","abstract_has_math":false,"creators":["Da Cruz, Peter"],"institution":"School of Education","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2005,"date_issued":"2005","date_published":"2005","updated_at":"2026-07-22T22:23:16Z","subjects":[],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11427/10414","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Da Cruz, Peter"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-12-28T15:02:21Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-12-28T15:02:21Z"]},{"key":"dc:date.issued","label":"Date","values":["2005"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["School of Education"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Cape Town"]},{"key":"dc:type","label":"Dc Type","values":["Master Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Masters"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["MPhil"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/11427/10414"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Includes bibliographical references."]},{"key":"dc:description.abstract","label":"Abstract","values":["This dissertation reveals the enduring willingness of South African history textbooks to legitimate white supremacy. During the apartheid era, a historiographic mythology bearing the stamp of officialdom was propagated by history textbooks. This mythology constituted the era's \"white history\" - that version of history which serves to legitimate white supremacy in South Africa. Though in specific instances the old mythology has been forsworn, white history survives in the post-aparheid textbooks. The tenets of white history are now delivered individually and indirectly by way of severed heads (primary of secondary sources) that, once recovered and reassembled by student learners, constitute the familiar grand narrative. Two historiographical myths promulgated during apartheid are taken as emblems of white history and adopted for the purposes of study as units of analysis. Their form and location are then traced through one prominent publisher's history textbooks of the apartheid and post-apartheid eras. The demonstrated survival of white history in post-apartheid history education is traced to the white stipulations placed upon the post-apartheid curriculum during the reconciliation process. The contemporary trend of progressivist education enabled the phenomenon pedagogically through emphasis on a zealously learner-centred, interactive approach."]},{"key":"dc:title","label":"Title","values":["From narrative to severed heads : the form and location of white supremacist history in textbooks of the apartheid and post-apartheid eras : a case study"]}]}],"canonical_facts":{"dc:creator":["Da Cruz, Peter"],"dc:date.accessioned":["2014-12-28T15:02:21Z"],"dc:date.available":["2014-12-28T15:02:21Z"],"dc:date.issued":["2005"],"dc:description":["Includes bibliographical references."],"dc:description.abstract":["This dissertation reveals the enduring willingness of South African history textbooks to legitimate white supremacy. During the apartheid era, a historiographic mythology bearing the stamp of officialdom was propagated by history textbooks. This mythology constituted the era's \"white history\" - that version of history which serves to legitimate white supremacy in South Africa. Though in specific instances the old mythology has been forsworn, white history survives in the post-aparheid textbooks. The tenets of white history are now delivered individually and indirectly by way of severed heads (primary of secondary sources) that, once recovered and reassembled by student learners, constitute the familiar grand narrative. Two historiographical myths promulgated during apartheid are taken as emblems of white history and adopted for the purposes of study as units of analysis. Their form and location are then traced through one prominent publisher's history textbooks of the apartheid and post-apartheid eras. The demonstrated survival of white history in post-apartheid history education is traced to the white stipulations placed upon the post-apartheid curriculum during the reconciliation process. The contemporary trend of progressivist education enabled the phenomenon pedagogically through emphasis on a zealously learner-centred, interactive approach."],"dc:identifier.uri":["http://hdl.handle.net/11427/10414"],"dc:language.iso":["eng"],"dc:publisher.department":["School of Education"],"dc:publisher.institution":["University of Cape Town"],"dc:title":["From narrative to severed heads : the form and location of white supremacist history in textbooks of the apartheid and post-apartheid eras : a case study"],"dc:type":["Master Thesis"],"dc:type.qualificationlevel":["Masters"],"dc:type.qualificationname":["MPhil"]},"updated_at":"2026-07-22T22:23:16Z"}