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Saturday, August 22, 2009
The Rot that is the Ruet
28 comments:
- Shayan said...
Haha. Thanks for the lovely rant. Hope you felt better after that. I certainly did :)
- August 22, 2009 at 12:02 PM
I wish we could engage in dialogue without using invective. Your points may be valid but your tone of voice is as rude as the taliban.
- August 22, 2009 at 2:06 PM
azhole..why r u makin a fuss for sch an issue.. it will be these "bearded ppl" who will pray ur janaza and concentratin again and again on beard is nt gud. you shud critize the ruet e hilal committee but not the beard as u shud not forget tht our beloved prophet S.A.W sported a beard.
- August 22, 2009 at 2:09 PM
- XYZ said...
@Shayan: Well, now that you mention it, I certainly did! :)
@Anon1: I've never actually heard the Taliban being rude.
@Anon2: Astaghfarullah!...that my namaz-e-janaza should be read by any bearded cretin such as this... the point I was trying to make, is about those for whom the beard is more important than logic or rationality... oh but forget it, you wouldn't understand.
Btw "some of my best friends have beards" ;)
- August 22, 2009 at 2:33 PM
Well said.
- August 22, 2009 at 2:35 PM
- Zakintosh said...
Brilliant post and full support for the well-deserved invectives ... but I do suggest that you show a little sympathy for the iodine-deficient.
BTW, I will link to this post from my blog after I have had time to add a bit of value to make it look like research … otherwise it would be plain theft ;-)
- August 22, 2009 at 2:37 PM
Deen parh, deen seekh. Phir baat ker, apne ghar kee Shariat na laaa, Muhammad (SAW) kee Shariat per amal ker.
- August 22, 2009 at 2:37 PM
i enjoyed your post and normally wouldnt comment
...but the two commentators (Anon 2:06 and Anon 2:09) who posted above me moved me to write.
Anon 2:09 - the prophet had a lot of other things in his time. (most that we do not have now)because they are either outdated and/or redundant.
a beard does not become sacred just because the prophet had one.
if that was the case then so would a camel.
secondly, the prophet had a lot of other things (integrity, honesty, compassion and COMMON SENSE) all of which are somehow missing in any member of the ruet-e-hilal comittee.
I would rather appreciate it if the got rid of the stupid beard and opted for some other "virtue" of our prophets.
oh and Anon 2:06, A rant is supposed to be a rant. It is not a dialogue.
and the taliban do not talk. they would just cut your head off.
thanks for the post XYZ :)
- August 22, 2009 at 2:40 PM
Good thought, with valid arguments! Maybe, it is possible to challenge the credentials and expertise of the Ruet-e-Hilal without being too aggressive in language. The idea is to create space for reason and logic at the end of the day. Unfortunately, it is the confrontational tone of those opposed to religious right that makes it difficult to counter extremism at any level. But good thought!
- August 22, 2009 at 2:45 PM
haha. very well written. down with these bearded monkeys holding us back. including the two anonymous bearded idiots.
- August 22, 2009 at 2:45 PM
Machine Gun
Love it :D
Mullah!!! Screw UUUUUUUUUU :D
- August 22, 2009 at 4:17 PM
Excellent post i must say.. aggression in the post is very valid but the question is how to move this further and really get rid of them. Problem is with our nation... we have become too lazy or afraid these Bearded mobsters who teach " I know and u Dont". There is prophesy is which its clearly stated that the human kind on earth will be Maulvies.. i think the time has come. FOr them its the race of Power through human strength of weak Muslims and money through our donations.
But the interesting fact is this that We will pray behind them through out Ramadhan and Eid and all Fridays to come. For any answers we read there book. If im not wrong if you dislike the maulvi then you cant pray behind them.....
anyways the post was great and i hope it goes a long way and we start studying religion as well through Quran and authentic books... then ponder on them to gain wisdom.
Cheers... Love For All Hatred for None
- August 22, 2009 at 5:35 PM
I love the comments on this post. This one gentleman uses ebonics to refer to the write as azhole :) and said that our Holy Prophet had a beard as well.
Obviously the writer is refering to the maulvis and not the Prophet. what a retard!!!
- August 22, 2009 at 8:38 PM
- Bolshevik said...
I think I'm in love with XYZ. :-P
- August 22, 2009 at 9:04 PM
I read some where in the Holy Quran that a time will come that Maulviis will be the worst of all mankind & i am 100% sure that this is the time.
- August 23, 2009 at 1:32 AM
- XYZ said...
Thanks to what Zakintosh pointed out in his excellent blog, I have corrected myself about that thing in the pic being a Theodolite. Everyone should have a look at the blog, particularly to take a look at the very funny Syed Mohammad Jafri nazm that Zakintosh also dug up. The blog is here: http://www.kidvai.com/windmills/
By the way, the poem proves yet again how long we've been enduring the shenanigans of the (as Jafri calls it) Ruet-e-Haraam Committee. For those asking why we can't just reason civilly with them, here's a thought: do you really believe they will willingly give up their perks and power just because you explain to them how they're being illogical and irrational? Dream on. They'd sooner declare you a kafir for questioning them, as evidenced by some of the comments here.
- August 23, 2009 at 2:05 AM
- XYZ said...
@Anon237: you could have at least said "deen parhIYE, deen seekhIYE, phir baat karIYE..." As many have informed me, a little civility goes a long way. But perhaps arrogant orders are what your shariat consists of, eh?
@Ali: thanks. I agree 100 percent.
@Zeenia: Generally I agree with you that civil discourse is a prerequisite for creating a space for reason and logic. But the problem with religion (or what passes for religion) in Pakistan is that it is unquestionable. Sane and civil people have been saying all these things for the longest time (see Zakintosh's post refernced above) but it makes NO difference. I will gladly argue with a scholar like Ghamidi who is willing to listen. You try arguing about rationality with Mufti Munibur Rahman.
@Anon535: I agree with your main point about how we disagree in private with the mullah, yet show deference to him in public. It's similar to how we think it's wrong to criticise someone who's dead even though we may have hated what he stood for in life. Personally, I have no such problems. And I agree that we need to get rid of this hypocrisy.
@Anon838: Ebonics?? I thought it was the iodine deficiency Zakintosh mentioned :) Er, but I think you've misunderstood the guy about the Prophet... he did really have a beard, as most men of the time did.
@Bolshevik: I'm confused. You say you love me and then you stick your tongue out at me?
@Anon132: Really? The Quran talks about maulvis?? Where?
- August 23, 2009 at 2:29 AM
- Sidhusaaheb said...
I am reminded of the following kaafi by Baba Bulle Shah:
PaRh paRh likh likh laaweyN dher
Veyd kataabaaN chaar chafeyr
Girdey chaanan wich haneyr
Aapne aap di khabar na saar
Ikko alaf terey darkaar, ilmoN bas kareeN O yaar
PaRh parRh shaikh mashaikh hoyaa
Bhar bhar peyt, neeNdar bhar soyaa
JaaNdi waar nain bhar royaa
Dubbaa wich uraar na paar
Ikko alaf terey darkaar, ilmoN bas kareeN O yaar
PaRh paRh nafal namaaz guzaareyN
UchiyaaN baaNgaaN, chaaNgaaN maareyN
MaNbar tey chaRh waz pukaareyN
Keeta tainooN hirs khawaar
Ikko alaf terey darkaar, ilmoN bas kareeN O yaar
PaRh paRh mullaaN hoye qaazi
Allah ilmaaN baajhoN raazi
Hovay hirs dino-din taazee
Nafaa neeyat wich guzaar
Ikko alaf terey darkaar, ilmoN bas kareeN O yaar
PaRh paRh masley roz sunaaveyN
Khaanaa shak shubay da khaaweyN
DasseyN hor, tey hor kamaaweyN
Andar khot, baahar sachyaar
Ikko alaf terey darkaar, ilmoN bas kareeN O yaar
IlmoN paye qaziye hor
AkheeN waale anhay kor
PhaRdey saadh tey chhaD-dey chor
DoweyN jahaaneeN hoyaa khawaar
Ikko alaf terey darkaar, ilmoN bas kareeN O yaar
IlmoN miyaaN ji kahaaweyN
TaNba chuk chuk mandi jaaweyN
Dheyla lai ke chhuri chalaaweyN
Naal qasaaiyaaN bohat pyaar
Ikko alaf terey darkaar, ilmoN bas kareeN O yaar
Jad meiN sabaq ishq da paRhya
Daryaa weykh wahdat da waRya
Ghuman-gheyraaN dey wich aRyaa
Shah Inayat laaya paar
Ikko alaf terey darkaar, ilmoN bas kareeN O yaar
- August 23, 2009 at 1:54 PM
well at lest you "tried" to be funny.. =P
- August 23, 2009 at 2:21 PM
- Bolshevik said...
@XYZ: Okay yeah I see how that could be weird... Replace ":-P" with ":-D"
- August 23, 2009 at 9:46 PM
You are too late to suggest all this. And you have wasted your credibility/honor by using such a language. This is alraedy happening in the the Middle east for more than 30 years. They have a lunar calender and all there official and other work/ meetings/parties are done according to those dates irrespsctive of the actual lunar date at that time. The actual lunar date is applied for religious purpose only, like for Ramadan, Eid or Hajj. Please try to understand the religion before making those unnecessary comments which degrades your personality/knowledge and respect for others.
May Allah bless you with more knowledge. And btw ISLAM is believing withuot logic. Muhammad Farooq"firstname.lastname@example.com"
- August 23, 2009 at 11:48 PM
Its is not without reason that the typeset printing press came to the muslim world 300 years after its invention in Europe. Islam is a backward faith which imprisions the minds of its believers. Your rant is well and good, but what you are describing is a symptom of a disease.
- August 24, 2009 at 9:17 AM
- Bolshevik said...
[quote] May Allah bless you with more knowledge. And btw ISLAM is believing withuot logic. [/quote]
This made me laugh and almost pee.
- August 24, 2009 at 6:18 PM
Any one to be critic or to give an opinion, first must study the religion first. Can you people tell me where did you get your religious education from?
Its quite clear now that a group of non believers with muslim names are making such statements without knowing ISLAM.
May Allah show you the right path. MFarooq
- August 24, 2009 at 10:50 PM
- Bolshevik said...
Yeah, "Anonymous" is a very common muslim name. :-P
- August 26, 2009 at 7:10 PM
:D A nice one again. However, I am not sure if our primate brethren of the cercopithecoid class will take lightly to the analogy of "Bearded Monkeys". Monkeys you know are very intelligent species, especially the bearded class and they never repeat a mistake again, often learnt in a matter of hours. (Hence their survival in harsh conditions). The same however, cannot be said about the enlightened members of our glorious Ruet Hilal Caammaayyteee.(RHC)
I would ,therefore, propose the following procedures to be implemented with immediate effect in order to mitigate the moon sighting paranoia once and for all.
1. All members of the RHC should be provided facilities to enhance their vision, so that they could perform the heavenly duty of Sharia-Compliant-moon-sighting with their faculties at full potential. In pursuance of this objective, all members should be subjected to the administration of "Essential oils" known to boost the intellect and the eyesight. However, this has to be done by rectal implants and/or enema retention.
2. In order to ensure the best utilization of time and performance these rectal administrations should be done every time the committee decides to have a meeting for moon-sighting. In the same spirit these rectal procedures should be broadcast live and/or official photos of the same important event should be published in all news outlets to inform the less pious Awam of the real hard work being done by these pious-than-all RHC members.
3. Since beard size is directly proportional to piety, hence, in the national spirit of sharia-governs-all, these rectal procedures should be done in direct proportion to the size of beard. Hence the larger the size of the beard of our respected RHC members, the more vigorous should be the rectal administration, in order to ensure the best results for the most pious RHC members.
4. In case an altercation arises as to the veracity of the moon sighting then all members involved in the altercation should be brought in front of National TV and Sigmoidoscopy performed on every concerned member while they are eagle spread to ensure the Awam has an unobstructed view of the holiness that rules and decides the eid for the 170M strong nation. This procedure should continue along with the necessary rectal procedures. The legendary "Basheer Da Ghanna" could be brought into service here if the members still continue to disagree.
5. Understandably the above procedures could cause some undesirable side effects like hardening of their holy-Phallus. Therefore, it would be the honorable duty of the RHC chairman (in this case His Excellency know-it-all Mufti Muneeb) to ensure that such side effects are quickly taken care of. He would therefore, be required to perform fellatio on all members experiencing this side effect, while performing "Dam" so that this national, religious duty of moon sighting could proceed unabated.
6. If the RHC, however, amicably comes to a timely conclusion of the moon sighting then the application of the above mentioned procedures could be re-thought.
If any one has a better idea please let me know.
- September 23, 2009 at 11:10 PM
Why are you so worked up over how moon is sighted. Its so obvious from your post that you probably don't even pray or fast.
The fuzz about sighting the moon is part of the beauty of Ramadan. In west pakistan people go out and try to sight the moon themselves. Something that is lost in Punjab and Sindh leaving it only to your "mullahs".
Any way, you probably shouldn't think about Islamic stuff that much. It may damage "your" logic.
- October 11, 2009 at 6:26 AM
- Eiynah said...
They actually have a moon-sighting committee.... LMAO, even saying that sounds ridiculous. Thanks, you made my day, this was awesome.
- August 14, 2010 at 9:23 PM


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AAA Texas offers free Tipsy Tow service for New Year's Eve
AAA Texas is offering its free Tipsy Tow service during the New Year's Eve holiday from 6 p.m. on Monday, Dec. 31, to 6 a.m. on Tuesday, Jan. 1, to help remove drinking drivers from the road.
Motorists, bartenders, restaurant managers, party hosts or passengers of a drinking driver may call 1-800-AAA-HELP or 1-800-222-4357 for a free tow home of up to 10 miles. Callers simply tell AAA Texas operators, "I need a Tipsy Tow," to receive the free tow and ride home. A regular AAA Texas-contracted roadside service truck will be dispatched. This free service is unique in that it transports both the driver and their vehicle.
Drinking drivers frequently don't plan for other ways to get home because they are concerned about retrieving their vehicle the next day. They cite taxi costs and inconvenience as reasons they don't use alternate transportation, according to AAA Texas.
Callers need to keep in mind that the service excludes rides for passengers, is restricted to a one-way, one-time ride for the driver and the destination is limited to the driver's residence. Reservations are not accepted. For rides farther than 10 miles, drivers can expect to pay the rate charged by the tow truck contractor.
"AAA Texas is pleased to offer Tipsy Tow to Texas motorists on New Year's Eve. Law enforcement, individual motorists, party hosts and others are taking responsibility to make sure intoxicated drivers don't get behind the wheel. AAA's Emergency Roadside Service team will be a critical part of this important effort to save lives and get motorists home safely," said Linda K. von Quintus, AAA Vice President of Government & Community Affairs.
AAA Texas advises that motorists can keep themselves and others safe and can avoid DUI arrests by keeping these safety tips in mind:
• At social events, designate non-drinking drivers who can get everyone home safely.
• Never serve alcohol to those under age 21.
• Call a friend or family member for a ride home if you have been drinking.
• Keep a cab company telephone number in your wallet so you can call for a ride home.
• As a party host, offer a variety of non-alcoholic drink alternatives and provide a gift to guests who volunteer to be designated drivers.
• Take the car keys away from friends and relatives who have had too much to drink.
People convicted of driving under the influence could lose many of the important things in their lives, such as family, job, dignity and money. A Driving While Intoxicated (DWI) or Driving Under the Influence (DUI) conviction can be a financial wrecking ball. The Texas Department of Transportation and other law enforcement agencies say it can cost a person between $13,000 to $24,000 in fines, legal fees, higher insurance rates, lost wages, substance abuse programs or court required alcohol treatment.
For more information about AAA Texas, please visit: www.AAA.com. For more information about the penalties of drunken driving, please visit: www.duijusticelink.aaa.com

subset: commoncrawl


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The Columbus Crew and Colorado Rapids will kick off the first leg of their Eastern Conference semifinal series at Dick's Sporting Goods Park on Thursday (9 p.m. ET, ESPN2, ESPN Deportes). Over the three days that follow, the New York Red Bulls, LA Galaxy and Real Salt Lake will also take to the road to kick off their postseason campaigns.
All four traveling sides face a daunting task. MLS teams have a combined historical road record 50-115-24 in the playoffs.
Even the quickest of looks reveals some noticeable obstacles. For example, the Crew haven't won a postseason opener on the road in three tries since 2002.
The Galaxy journey north to take on the Seattle Sounders (Sunday, 8 p.m. ET, ESPN2, ESPN Deportes), who have the largest home support in MLS, and one of the loudest. RSL, meanwhile, have never won at Pizza Hut Park, where they will face FC Dallas on Saturday. New York were blown out 4-0 by the San Jose Earthquakes at Buck Shaw Stadium earlier this year.
Traveling fans don't need to reach for the panic button yet, though. There is hope. Especially for Crew fans. It turns out Colorado are the only active team in MLS with a losing record at home during the playoffs.
LA are currently on a four-game road unbeaten streak in the playoffs, stretching back five years. Galaxy head coach Bruce Arena has said that LA's 4-0 win in Seattle on May 8 "means nothing," but such a decisive win at Qwest Field is surely a better omen than a reverse result.
Real Salt Lake are the only other team riding a road unbeaten streak in the postseason. That's because they have never lost on the road in the playoffs. Better still for the reigning champs: The Hoops have an unremarkable 7-6-2 record at home during postseason play.
The Red Bulls, meanwhile, have the second-highest road goal-scoring average in postseason play at 1.19 goals per game. They're going to need some goals against the Quakes, who are riding a four-game home unbeaten streak in the playoff that stretches back to 2003.
So what about that matchup between the Crew and Rapids on Thursday?
Ready to Launch: MLS Matchday 2010, The new official MLS iPhone app. It's FREE! Download it here!


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Current Quicklists in Progress
Civil Rights Movement/Little Rock Nine
Title by author. Publisher, date.
1-3 sentence annotation.
Ages 2-6, 100 pages.
A Friendship for Today by Patricia C. McKissack. Scholastic Press, 2007.
As schools intergrate, Rosemary finds herself to be the only African-American girl in her class when her best friend J.J. is diagnosed with polio. In addition to overcoming prejudices, Rosemary must also cope with her parents' divorce but finds strength in nursing a kitten. Based on the author's experiences in 1954 Missouri.
Ages 9-12, 172 pgs.
The Other Side by Jacqueline Woodson; illus. by E.B. Lewis. Putnam's, 2001.
Clover, a young black girl, tells a story of wanting to be friends with Annie, the white girl next door. However the girls are separated by a fence, over which their mothers tell them it would be unsafe to climb. The two become friends by sitting together on top of the fence and eventually discover a way to be on the same side.
Ages 6-10, unpaged.
Grandmama's Pride by Becky Birtha. Illustrated by Colin Bootman. Albert Whitman & Company, 2005.
Sarah Marie and her family go to visit Grandmama in the South in 1956 and everywhere they go, there are signs posted telling them which door to use, which water fountain to drink from, and where they can sit. When Sarah Marie learns to read the signs she learns a whole lot more about segragation. The next summer when they return to the South, things are very different.
Ages 6-9, unpaged
Freedom on the Menu: The Greensboro Sit-Ins by Carole Boston Weatherford. Paintings by Jerome Lagarrigue. Dial Books for Young Readers, 2005.
In 1960 Dr. Martin Luther King, Jr. came to town to speak and eight year old Connie and her family became involved in protesting segregation in restaurants. When Woolworth's started serving African Americans at the lunch counter, Connie and her parents were there to see it and Connie got to enjoy a bannana split with an extra cherry.
Ages 6-9, unpaged
A Summer of Kings by Han Nolan. Harcourt, 2006.
Fourteen-year-old Esther is bored with life in 1963's Westchester County, NY, when the son of her mother's friend comes to stay. Not only do her views and opinions tilt in a new direction concerning local and national events, his do too.
Ages 12 and up, 334 pgs.
Freedom Walkers by Russell Freedman. Holiday House, 2006.
This is a well-written account of the Montgomery bus boycott. Illustrated with black and white photos.
Ages 9-12, 114 pages.
Speaking Out : The Civil Right Movement, 1950 – 1964 by Kevin Supples. National Geographic, 2006.
This traces the civil rights movement from the post war years to the passing of the Civil Rights Act of 1964. Photos on nearly every page complement the text.
Ages 9-12, 40 pages.
Let it Shine! : Stories of Black Women Freedom Fighters by Andrea Davis Pinkney; illus. by Stephen Alcorn. Gulliver Books, 2000.
This engaging book includes portraits of 10 brave female civil rights activists. Included are Harriet Tubman, Mary McLeod Bethune, and Fanny Lou Hamer.
Ages 9-12, 120 pages.
Heroes for Civil Rights by David A. Adler; illus. by Bill Farnsworth. Holiday House, 2008.
Double-page spreads introduce 10 individuals and 3 groups, including the Little Rock Nine, who fought for social justice and civil freedoms.
Ages 7-11, 32 pages.
A Dream of Freedom: The Civil Rights Movement from 1954 to 1968 by Diane McWhorter. Scholastic, 2004.
A chronological narrative of 22 key events in the civil rights movement. Told from the perspective of an author who grew up in Birmingham and was a 6th grader in 1963 as history was made. Includes black and white photographs.
Ages 9-14, 160 pages.
Title: No More! Stories and Songs of Slave Resistance by Doreen Rappaport; illustrated by Shane W. Evans. Candlewick Press, 2002.
Tells the story of enslaved Africans from their journeys across the ocean to emancipation.
Grades 4-7, 60 pages
Free at Last! Stories and Songs of Emancipation by Doreen Rappaport ; illustrated by Shane W. Evans. Candlewick Press, 2004.
This second book in the trilogy draws on first person accounts to look into the crucial decades between emancipation and the start of the civil rights movement.
Grades 4-7, 63 pages.
Nobody Gonna Turn Me 'Round: Stories and Songs of the Civil Rights Movement by Doreen Rappaport ; illustrated by Shane W. Evans. Candlewick Press, 2006.
Third in trilogy -- first-person accounts from famous leaders of the civil rights movement as well as testimonies of unsung heroes.
Grades 4-7, 63 pages.
Cracking the Wall: The Struggles of the Little Rock Nine by Eileen Lucas. Illustrated by Mark Anthony. Carolrhoda Books, Inc., 1997.
In 1957, the first nine African American students to attend an all white high school were met at the door with hate and anger. This book briefly chronicles this event in Little Rock, Arkansas. Includes an author's note, an afterward, and important dates.
Ages 8-10, 48 pages.
Remember: The Journey to School Integration by Toni Morrison. Houghton Mifflin, 2004.
Sparse, yet powerful text accompany archival photographs that depict historical events charged with emotions.
Ages 8 and up, 78 pages.
When Marian Sang by Pam Munoz Ryan. Illus by Brian Selznick. Scholastic, 2002.
A gorgeous picture book biography of Marian Anderson, documenting her life through the Civil Rights movement. The book is illustrated as if it were a theater production of her life with sepia tones and plays with lighting. Back matter includes a more detailed history, a timeline, and music information, plus there is a matching DVD of Anderson's songs.
Ages 4-8,40 pages
Martin's Big Words: The Life of Dr. Martin Luther King, Jr by Doreen Rappaport. Illus by Bryan Collier. Hyperion, 2007.
This title is an age-appropriate biography of MLK, Jr. that uses incredible, realistic artwork combined with brief yet effective prose.
Ages 4-8, 40 pages.
Through My Eyes by Ruby Bridges. Scholastic, 1999.
A memoir of Ruby Bridges, complete with photos, newspaper clippings, and informative sidebars.
9-12, 64 pages.
Rosa by Nicki Giovianni. Illus. by Bryan Collier. Henry Holt and Co., 2005.
A beautiful and intimate portrayal of Rosa Park and her legendary bus ride in Montgomery, Alabama.
Ages 4-8, 40 pages
Brandb 21:17, 13 August 2008 (CDT)


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Piggy banks, posters, billboards, videos, and Facebook groups are all propaganda vehicles in Taiwan, which will hold its presidential and legislative elections on January 14, 2012.
This week, Democratic Progressive Party (DPP) presidential candidate Tsai Ing-wen decried her party's lack of funds, comparing its plight in the campaign to "a piglet fighting against a huge monster." That "monster" is the ruling Kuomintang Party (KMT), which toppled the DDP from power in the 2008 elections. Next to Tsai, while she spoke, was a giant piggy bank, and supporters threw money on the stage on which she was giving her speech.
The DPP is selling plastic piggy banks to raise funds, and purchasers stuff money into them and send them back to party headquarters. In addition, a "piggy assembly" is scheduled to be held in December, at which more "stuffed piggies" will be returned. The goal is to sell and collect at least 10,000 piggy banks, according to an article posted on the Asia One News Web site. Another article—in the Taipei Times—stated that the party wanted to distribute 100,000!
President Ma Ying-jeou of the KMT is running for re-election. Also in the race is James Soong of the People First Party (PFP), who may draw votes away from the KMT candidate, giving the presidency to the DPP. A recent poll indicated that the race would be close, with Ma holding a 3.7-point lead over Tsai.
The posters and billboards for these candidates—and those running for seats in the legislature—are sometimes big and brash, using some interesting visual- and verbal-exaggeration techniques. These include puns, loud color, startling facial expressions, and unusual props and poses—such as a stethoscope, a bicycle, and a ping pong paddle, as well as a runner about to begin his race. But a 3 minute and 20 second video-ad for Tsai has gentle music and shows her happily riding a bicycle. For a good selection of posters and billboards already up in this year's campaign, see Michael Turton's blog, The View from Taiwan.
For more on the history of election campaigns in Taiwan and the posters, billboards, and other media used, see my book, Posters, Propaganda, and Persuasion in Election Campaigns Around the World and Through History.


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September 17, 2012 at 6pm to September 22, 2012 at 7pm – The Crimea, Ukraine Dear colleagues! The NAP-2012 Organizing Committee is very glad to Welcome You to our conference! The conference is devoted to new actual problems of modern Material Science. Among them: technology o… Organized by Taras Lyutyy | Type: conference
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The Rev. Randy Outland shares his challenge in dealing with world poverty
Over the past several years, God has been dealing with me regarding world poverty. I have learned that the average North American enjoys a standard of living that has been unimaginable for most of human history.
As North American Christians, we are the wealthiest Christians in the history of the Church. Our society�s vast wealth presents us with an enormous responsibility, for throughout the Scriptures God�s people are commanded to show compassion to the poor. In fact, doing so is simply part of our job description as followers of Jesus Christ (Matthew 25:31-46).
Thinking about such important issues as these have led me to read and study many books, attend seminars, talk to people and lead our church in new areas. �The Hole in Our Gospel� was one such book that has influenced me greatly. Now my wife Karen and I, and others in our church, are sponsoring children in Uganda, East Africa, through World Vision.
God continues to work on my heart and mind. What about generational poverty here in the U.S., specifically here in east Kinston? What can I, what can we, do about it, if anything? What is our calling as followers of Jesus Christ in this matter? I have no easy answers, just lots of questions.
Like world poverty, we can�t do everything; but we can do one thing. What can we do to help alleviate generational poverty here in our country?
The one thing I have decided to do is to partner with an organization called �Jobs for Life.� JfL partners with churches and organizations to enable unemployed and underemployed individuals to obtain and maintain meaningful employment.
The JfL process seeks to transform lives and communities through the dignity of work. In doing so, JfL offers a unique solution to poverty and joblessness in communities and individuals across the country.
The heart of the process is the JfL class. It consists of 16 sessions and teaches timeless biblical principles concerning work and the ways those principles are applied in the marketplace. The class takes the students on a journey to discover who they are, their unique value, and the principles they need to overcome roadblocks in their lives.
Plans are under way to establish two JfL sites in Kinston � one at Spilman Baptist Church and the other at The Gate. If you are interested in participating with us in some way, or just want more information, please contact me and let�s talk.
God is at work here in our community. He wants to use you and me to further His Kingdom here in Kinston and around the world.
The Rev. Randy Outland is pastor of Spilman Memorial Baptist Church in Kinston. Reach him at email@example.com.


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Wednesdays with Bret!
If you are a North American, congratulations, you have approximately a week and a half until you wrap up your 2010/2011 adventure. With that in mind, let's celebrate by saluting our next…
Edmodian of the Week: Mr. McAsh!
Mr. McAsh is a HUGE asset to the Edmodo PLN and is an amazing example of what 21st century eductation should look like. When you can take your professional development to a global level in the way Mr. McAsh has done with Edmodo, you know that you understand the direction the world is heading (which is a good one, in case some of you are skeptical 🙂 ). I can safely say, his students are the better for it. He has quite the story as to how he got to this point so I will let him tell it to you:
"I started my teaching career in September 1979. I was a Geography graduate and was also qualified to teach Computer Science. I was hired as a Business teacher to teach "data processing". The board had one computer at one school, not mine! We coded BASIC programs using Hollerith Code, onto optical keypunch cards; sent the cards to the school with the computer; waited a week to get the printed results back. In June 1980, we received the first computer, a Commodore PET with 16K of memory. I'm still at the same school today and we have 3 computer labs, one mobile lab, 30 computers / netbooks in the library, plus a few Macs and MacBooks here and there, 10 iPads (to experiment with this year) – all connected to the Interent with an open WiFi for teachers and students who are encourage to bring their own computer devices. St. Marys DCVI has a school population of about 500 with approximately half our students living in the Town of St. Marys and the other half from the surrounding rural community.
I have been an edmodo user, to some extent, since it first launched. The last two years it has become my primary mode of communication with my students, parents, and the public. The majority of my postings in edmodo are tagged as "public". Prior to the implementation of parent accounts, it was a good way to share with parents. The use of "public" edmodo pages continues to be the method I use to share my work with my fellow teachers. "Public" pages also permits members of the public, who don't have students in school, or not in my classes, to see what we are doing in education.
Edmodo is all about 21st century learning. 21st century learning is all about learning networks. Some refer to these networks as a PLN (personal learning network). We all have a PLN, even if we don't realize it. We are all life-long learners (teachers, students, parents, everyone!). The latest implementation in edmodo has greatly enhanced the development of PLNs (for teachers) directly in edmodo. The sharing that is taking place within the various edmodo "Communities" is amazing.
One of the features that I like is the ability to embed, directly in edmodo, various media. This feature allows students to access the content without the necessity to leave edmodo, then navigate back.
I am pleased to be the first "Canadian" Edmodian of the week (even given the fact I nominated myself!)."
I wanted to draw attention to something cool here for those of you who are looking to further your PLN. If you click on Mr. McAsh's name in this sentence you will see his profile with a rather large sharing score. If you don't know what that is, here goes. It's not just a pat on the back for sendig out a ton of content into the communities. This is your indicator as to what kind of benefit and experience this educator brings to the table. A large score means that a lot of community members have added this person's conent to their own library. You should know this person. In this case, you should really know Mr. McAsh. Thanks again, Mr. McAsh, for your contributions to our professional development
Tool High-Light of the Week: Screen Cast-O-Matic
I am absolutely kicking myself for not using this earlier in the year. I saw a teacher post some examples of the videos she made with this website and then put the idea on the back of my mind until now. Shame on me. Screen Cast-O-Matic does exactly what the name says-it makes a screen cast video of whatever you're doing on your computer which can become amazing "How-To" videos for yours students. I figured this out just last week when my ESL students were all in various stages of completion of a poetry project we've been working on and each needed reteaching of the poetic guidelines for the three poems. I had been running in circles like a tazmanian devil until I decided to just write out the whole process in a screen cast, set up a couple of video stations in Edmodo (I'll explain in a minute), and let the students see each as they needed. Miraculous! The students understood it, sat down and produced accurate poetry within minutes, thus freeing me to concentrate on the quality of each students' writing and not just their completion of the task.
As far as "Edmodo Stations" go, it is really just a matter of taking advantage of your library. Now that shared folders are viewable to your students without having to navigate to the actual library, you can set up a few folders for each "station" that you want kids to go to and complete. Within it, add from your library files with directions, video examples, grading rubrics and whatever other resources you want to include. This way your students are set up for differentiated learning at their pace in a way that is organized and easy to navigate. In my case, I put the screen casts I made into each one creating 4 teachers in the room instead of just one. I do have to say though, make sure your students have heaphones as you can really get annoyed with the sound of your own voice being played in a round all day long. Just a suggestion.
Why We Love Edmodo
This is it! For all of you amazing Edmodians who contributed to the making of this video, I hope I've done you proud. In case you missed it, I sent a request to all the communities to help think of the 51 best ways to use Edmodo. I got 59 by the time I finshed the video and then a few more after. Let me know what you think!
Credits to people who submitted responses after the video was created:
Mrs. Dershowitz – Communication tool between teachers, related service personnel and parent. Restricted groups according to student
Mrs. Nguyen – My students created Vokis for Celebrating Black History Month and Edmodo was a great way for me to view them all in one place! By linking the html code given at the Voki site, the students could easily turn in their Vokis through the class assignment
Mrs. Filer – Posting models and lessons for student reference. Grouping performance assessment tools, rubrics, guidelines and student models.
Parent contact.
Ms. Luka – Posting class notes for the absent students or those who struggle in class.
Mrs. Lackey – Create time lines to work in and have students type in information for example when doing an author study
FYI-I made it a personal goal to create this as a complete web 2.0 production. Photo editing was done in picnic, video clips were created in jayclip and the final product was rendered in animoto.
That's about it for me. See y'all next time!
5 comments. Leave new
That video is great, I will be sharing it with my faculty to encourage more to use Edmodo next year. Thank you.
He's iight
Do you know the
Group Code for Sycamore St.Mary's School.If not what is a Group Code.
Are you looking for the school code, or a group code? Your district administrator will have the school code. If you are a student looking for your group code, you can contact your teacher.
Wow! very cool, and love when someone writes down ALL those great things I use Edmodo for. Many of my teachers here still won't use it and it's amazing!!!!! My students are having a ball with it!


text:
Saturday, March 29, 2008
McArthur Park is Melting
Jon's brother and family are coming for dinner tonight. We haven't seen them in quite a while. They live in Chicago.
"I don't think that I can take it, cause it took so long to make it-"
eek, got going on that torte I've made about five times. But on the back of the box it showed a way to make it extra French. In my addled way, I thought "Yes, More French. It's Alexandra's 16th birthday, and they go to France a lot."
Dum dee dum, I know what I'm doing, (accent dumb.) it came out of the mixing bowl tasting great on the spoon but looking like a French beauty product, stiff and slabby. Then I noticed the measuring cup of milk sitting quietly off at the side, that hadn't joined the French batter party. Had to toss all the batter, and those backyard chicken eggs, I mean oeufs, are what made it so gloriously yellow.
Off to Albertson's, where every store checker is mentally ill, (not to mention the customers.) Back home, trying not to hyperventilate, made the whole thing a la France again. It looks a bit teetery, but as long as it doesn't land on the floor we'll be all right.
Rest of menu:
Fried Chicken (the best thing I cook)
Spare Ribs
Black eyed pea dish (tomatoes, onions, green pepper, celery)
Corn dish (sauteed with red pepper and spicy peppers and onions)
Cole Slaw (trying another recipe, never satisfied with what I get.
Grilled asparagus
When Jon opened the grill to wipe it down a male Black Widow jumped out. We're having troubles with them again this year.
10 comments:
- Linda said...
Why do bad things happen to good peoples? When we first moved to CA we were friends with this couple who traveled a lot and loved good food. We met them at Tommy's Mexican for dinner right before their trip to France. We had all been reading those books by Peter Mayle about Provence. My favorite parts were about drinking Pastis, and I wanted some Pastis so bad. When they came back from France, they brought us some Pastis, and also a giant rubbery-plastic pastry scraper with "E. Dehillerin, 18 rue Coquilliere 75001 PARIS" inscribed on it. They didn't want to go to Tommy's anymore. But they offered to cook us a French dinner. In a desperate move, I offered to make dessert. At the time, the only dessert I knew how to make was pecan pie. I've since learned cherry pie (from cans) and a flourless chocolate cake with easter eggs and worms on top. But this pecan pie was out-of-this-world good. A couple things that made it so good: It used dark rum, and it used not only dark brown sugar, but Lyle's Golden Syrup instead of corn syrup. And of course I made the crust using King Arthur's flour. I had a time getting the dough off the counter and into the glass pie dish, but managed to do it with the help of my new pastry scraper and assorted other spatulas. The pie went in the oven. After 50 minutes the buzzer went off and you were supposed to insert a skewer into the center of the pie. If the skewer comes out clean, the pie is done. Well, the skewer would not come out clean, even after returning the pie to the oven 5 or 6 times. I called AGgles. She told me to forget about the skewer. She said to hold the pie up so that you can see the pie through the bottom of the glass dish. If the crust looked a little brown, it was done. I managed to hold the pie up and imagine my horror when I saw the giant "E. Dehillerin, 18 rue Coquilliere 75001 PARIS" pastry scraper staring at me from the bottom of the glass dish. It had adhered itself to the bottom of the pastry and cooked along with the pie. There was no time to make another pie, so I took that one and decided to act surprised.
The black widow sounds OMINOUS. I'm wondering if you should move north.
Your menu sounds spectacular!
- Mar 29, 2008, 5:19:00 PM
I can't believe you made that torte twice! It's so much work!! What a lovely dinner you made.
Mom baked a spatula into a cake once. Dad was trying to eat it and kept hitting the frosting coated spatula with his fork, asking, what's this?
- Mar 30, 2008, 6:36:00 AM
But how do you make it extra French?
- Mar 30, 2008, 6:50:00 AM
looks like a good day to go dumpster diving at sally's house.
- Mar 30, 2008, 9:09:00 AM
Recipe from 1975 A&P cookbook before they took all the bad stuff out, including the flavor. I don't add the sugar or dried mustard and it is the best coleslaw I ever ate.
2 medium heads cabbage shredded 4 large carrots shredded 1 green pepper shredded 2 cups real mayo 1 TBS salt 1 tsp sugar 1/2 tsp dried mustard 1/2 tsp pepper 1/3 cup vinegar 1 TBS celery seed Toss cabbage,carrots and green pepper. Mix the rest of the ingredients into a sauce. Pour dressing over the cabbage mixture and toss to cover the mixture. Place in the fridge. I like to wait 24 hours for it to cure. It is delicious.
- Mar 30, 2008, 10:27:00 AM
- Namowal said...
The torte blooper sounds like something I'd do (if I was ambitious enough to make one)! How frustrating! Your guests are lucky that you went through the trouble of making it again.
- Mar 30, 2008, 11:03:00 AM
- Mean Jean said...
We have a French S-I-L who has tried to cook things for us over the years and everytime something goes amiss. He burned the pizza (he owns a bakery and was showing off his crust), he made profiteroles and the sauce "broke", his crepes stuck to the pan. He takes it so hard when it doesn't work out. He could use some acting tips from linda! He tends to be broody in the best of times and when the chocolate sauce messed up he was near suicidal.
- Mar 30, 2008, 11:56:00 AM
- Sally said...
Linda, that story was great. Actually that pecan pie recipe sounds like something you should post. In fact it sounds mythic when you recite those various brands. I still think about the worm and egg cake and the wonder of it.
Sal, I don't have a Kitchen Aid big mixing stand so I have to use a handheld mixer. So I made the layers of the cake with a mix. The Frenchify upgrade was an extra egg, milk instead of water, and butter instead of oil. It also made the cake perhaps too fluffy but it was still delicious. In fact everything turned out well.
Fearless, I like green pepper and carrots in slaw too. I improvised on two recipes, with just a basic bagged slaw mis (no dressing.) I did 2:1 mayonnaise/buttermilk, since I had buttermilk from the fried chicken, celery seed, lots of pepper, a little apple cider vinegar, and then a glob of Chow Chow relish, which helped immensely. It was still a little bland I thought but there wasn't a shred left over.
mean jean, I agree that was brilliant on Linda's part to decide to pretend to be surprised.
- Mar 30, 2008, 12:05:00 PM
- Jesse said...
I can recommend this modification on GlaDOS' cake recipe.
She recommends place settings at the end but I left that out. My house looks nothing like hers! :D
* 18.25 ounce package chocolate cake mix.
* One can prepared coconut pecan frosting.
* 3/4 cups vegetable oil.
* 4 Large eggs.
* One cup semi sweet chocolate chips.
* 3/4 cup butter or margerine.
* 1 and 2/3 cup granulated sugar.
* 2 cups all purpose flour
Don't forget garnishes such as:
* Fish shaped crackers
* Fish shaped candies
* Fish shaped solid waste
* Fish shaped dirt
* Fish shaped ethyl benzene
* Pull and peel licorice
* Fish shaped organic compounds
* Sediment shaped sediment
* Candy coated peanut butter pieces. Shaped like fish.
* One cup lemon juice
* Alpha resins
* Unsaturated polyester resin
* Fiberglass surface resin
* Volatile malted milk impoundments
* 9 large egg yolks
* 12 medium geosynthetic membranes
* one cup granulated sugar
* An entry called 'how to kill someone with your bare hands'
* Two cups rhubarb, sliced
* 2/3 cup granulated rhubarb
* One tablespoon all-purpose rhubarb
* One teaspoon grated orange rhubarb
* Three tablespoons rhubarb, on fire
* One large rhubarb
* One cross borehole electro-magnetic imaging rhubarb
* Two tablespoons rhubarb juice
- Mar 30, 2008, 9:09:00 PM
- Sally said...
Someone please remind me not to invite Jesse to the next blogger pot luck!
- Mar 31, 2008, 2:27:00 PM


text:
Konley Lowell Harding
Konley Lowell Harding, 21, of Manhattan, formerly of Burdick, Kan., passed away Sunday, Oct. 28, 2012.
He was born July 21, 1991 in Emporia, Kan., to Kelsey Leon and Lois Irene (Miser) Harding.
Konley was a graduate of Centre High School class of 2009. He was attending Manhattan Technical College. Konley loved hunting with his dad and spending time with family and friends. He enjoyed rodeos, roping, working cattle and life itself. Konley lived his life with zest … he never knew a stranger … he was kind and loving and loyal.
Konley was preceded in death by his mother, Lois Miser Harding; and his grandparents, Wayne and Mary Lou Miser and Dick Harding.
He is survived by his parents, Kelsey and Candace; two brothers, Kordell Harding, of Herington and Kendall Harding, of the home; grandmother, Sue Harding of Thayer, Kan.; girlfriend, Kaite Benoit; uncles, aunts, other family, and friends.
Funeral services will be at 1 p.m. Friday, Nov. 2, 2012, in the Herington Community Building, 810 S. Broadway.
Visitation will be held from 5:30 to 8 p.m. at Penwell-Gabel Funeral Home, 137 N. Union St., Council Grove, KS.
In lieu of flowers, the family suggest memorial contributions be made to the Konley Harding Memorial Fund, which will be used to assist with funeral expenses.
To leave a special message for the family online, please visit http://www.PenwellGabelCouncilGrove.com.


text:
Beardbrand Utility balm Tea Tree - Silver line 120ml
Keep it healthy from the beard to the body. Made from all-natural ingredients and naturally derived fragrance, Beardbrand Silver Line utility balms are a smooth, soothing, no-hold deep conditioner. It's perfect for keeping your hair and beard velvety soft and hydrated, and keeping your skin moisturized and healthy.
Beardbrand Tea Tree balm includes our signature crisp scent blend of tea tree and mint. It features base ingredients like mango butter, lanolin, and jojoba oil, as well as shea butter which is rich in vitamins and renowned for its anti-aging properties, and cocoa butter which contains a number of anti-oxidants and is known to improve skin health and elasticity.
Use these to keep your beard soft, to alleviate dry skin on your hands and body, and even to keep your tattoos moisturized and vibrant - any way you choose to use them, you'll be giving your beard and body the absolute best. A little goes a long way, so always start with a smaller amount than you think you might need and build from there to get the best performance for your beard.
Country of origin: USA


text:
I've created a simple windows taskbar application that checks a user's reputation on SO.
The input is the user's url (
http://stackoverflow.com/users/...) and notifies the user of changes in his reputation.
Currently the tool only tracks reputation changes but I plan on adding additional notifications in the next versions.
Update: a new version is available (1.3) with proxy support - go get it now
- A simple post with short quick-start tutorial.
- Download SO Notifier here


text:
Serviços Personalizados
Links relacionados
- Citado por Google
- Similares em Google
versão On-line ISSN 2309-8392
versão impressa ISSN 0018-229X
Historia vol.55 no.1 Durban Mai. 2010
South Africa's revised history curriculum on globalism and national narratives in grade 12 textbooks
Die hersiene Suid-Afrikaanse geskiedeniskurrikulum oor globalisme en nasion ale vertellinge in die jongste graad 12-skoolhandboeke
Elize S. van Eeden
The early twenty-first century evidenced a worldwide change in teaching History through the means of several revised History curricula in the Further Education and Training (FET) Phase, and the development of textbooks as a result of this revision. InSouth Africa these trends have coincided with a period of educational transformation since the African National Congress (ANC) took over as the leading political party in 1994. After 16 years of democracy the transformational outcome also saw a change in the approach to History in the school curriculum and textbooks. This article is structured to debate globalism and national narratives as themes in South Africa's revised History curriculum. The aim is to precIpitate a critical discussion on the general interpretation of these themes in the grade 12 History textbooks. This is also a way of ensuring that educators and learners are aware of the strengths and weaknesses of the textbooks on these themes for the day when they will be activated as part of the teaching and assessment programme for grade 12 History.
Keywords: Revised South African History Curriculum; globalism; national narratives; grade 12; history textbooks; globalisation; trans-continental trends; history curriculum development; curriculum transformation; outcomes based education; assessment in history; Kader Asmal; inclusive history.
Ten aanvang van die een-en-twintigste eeu is 'n wereldwye tendens van verandering binne die onderrig van Geskiedenis as vakldissipline opgemerk deurdat 'n aantal hersiene geskiedeniskurrikula bekend gestel is. Hierdie tendens was ewe sigbaar in die Verdere Onderwys en Opleidingsfase (VOO) van Suid-Afrika veral in die ontwikkeling van nuwe geskiedenishandboeke vir gebruik in skole. Hierdie tendens het saamgeval met 'n fase van onderwystransformasie, veral nadat die African National Congress (ANC) vanaf 1994 as leidende politieke party die regeringsbestuur oorgeneem het. Na 16 jaar het hierdie gebeurtenis en onderwysgerigte veranderinge ook 'n sigbare uitwerking op die benadering tot die onderrig van Geskiedenis gehad. Dit is onder meer sigbaar in die hersiene VOO-Geskiedeniskurrikulum en in die handboeke wat in die afgelope jare ontwikkel is. In hierdie artikel word kortliks gefokus op die algemene benadering van globalisme en nasionale vertellinge as temas (soos in die hersiene Geskiedeniskurrikulum op graad 12-vlak) in die jongste skoolhandboeke. Dit is dan hoofsaaklik veronderstel om 'n voortydige debat te wees oor besorgdhede daarin vervat, en die wyse van hantering van hierdie temas in die graad 12 Geskiedenishandboeke vir wanneer dit wei in die toekoms aktief as deel van die onderrig-en assesseringsprogram sal geld.
Sleutelwoorde: Hersiene Geskiedeniskurrikulum vir Suid-Afrika; globalisme; nasionale vertellinge; graad 12; geskiedenis skoolhandboeke; globalisering; transkontinentale tendense; geskiedeniskurrikulumontwikkeling; kurrikulum transformasie; uitkomsgerigte onderwys; assessering in geskiedenis; Kader Asmal; inklusiewe geskiedenis.
Transcontinental trends, for example, to change history curricula as highlighted by LaSpina,1 fit the South African shoe very well. The multicultural, global-like model of representation in history specifically signals its visibility in the History Curriculum Statement of South Africa as approved in 2003. Tn many ways, educational trends were also fed by the ideological trends of the day and began having an effect on debates on the trends in the representation of the history of South Africa.2 This article focuses broadly on the transformation of the South African curriculum after 1994; it provides a critical assessment of the utilisation of the concept of globalism,3 as stated in the newly revised and approved History curriculum in the most recently published grade 12 textbooks. Although approved and included in these textbooks, this theme is still in its developmental stages of implementation. Another concern, namely the approach to national narratives, is also debated. The intention, among others, is to stimulate debate among historians, history educators, authors and publishers, on the writing of grade 12 History textbooks -rather than remaining ignorant for too long on present and future implications of the grade 12 textbooks for the Further Education and Training Phase (FET).
Trends in curriculum development, 1994-2008
Curriculum development in South Africa after 1994 (as was the case before 1994) is part of the national political process. Recommendations were made by a Ministerial Review Committee, appointed in 20004 and this committee suggested an extensive revision to the curriculum with the major function of making it more digestible with an all-inclusive, user friendly approach.
In the process, ordinary interest groups within a Babel of role player and stakeholder voices were able to make proposals,5 but not all were heard or were able to affect the Revised National Curriculum Statement, which features an orientation to rights and outcomes.6 InChisholm's words, it was primarily those few voices with social power who "constructed the overall score".7 Chisholm identifies the ANC, several bodies or associations in education and individual intellectuals as the dominant powers behind the eventual curriculum changes.8 In the transformation progress approach to History, for example, the emphasis was on historical skills and the diversity of voices in the making of South Africa's history. It was probably underscored that the path of the past, namely a dominant narrative of white progress, was not to be followed9
In 1994, education was also made universal and compulsory in South Africa, to be followed by a new programme (called Outcome-based Education, Curriculum 2005) from 1998.10 Since then, education experts have been tasked with transforming the pre-I994 History curriculum into a more "inclusive" history. This includes alternative interpretations of the Afrikaner nationalist perspective of South Africa's past,11 as well as the inclusion of a dimension of social history,12 because of the key emphasis on establishing a non-racial approach and content. Inaddition, the value of world history and the influence of global trends on the history of South Africa were given some serious attention at national conferences and in a wide range of publications.13 This trend has received some consideration in the revised History curriculum for South Africa.
General aspects of transforming the History curriculum
According to Gail Weldon, a leading role player in the transformation of the History curriculum in South Africa, the revision was driven by top-down, politically motivated and human rights forces, and was not discussed and debated at the levels of curriculum construction.14 Other key drivers in the process were to redress the "visibility of the formerly marginalised and subjugated voices",15 and to engage with the South African situation in the awareness that it was a typical post-conflict society.16 By the late 1990s historians and history associations raised concerns about their lack of involvement in the decision making on content and the future status of History as a subject within the curriculum transformation approach.17 On the other hand, Lawson argues that black educators at least had an opportunity to engage in the revision of the History curriculum.18
For a select group of experts, the process of transforming History curricula was undoubtedly a great challenge. One requirement was to compile content for all grades that would reflect historical moments of positively and negatively perceived national events in order to support the development of an acceptable human identity.19 With this approach, the ideal was to reflect a multi-diverse understanding and "higher levels of tolerance amongst users, learners and the public, as well as to envisage a collective healthiness among learners".20 This move towards a multi-diverse approach and an inclusion of expanding voices (also related to genres) from a variety of sources and views is not new; it has been widely debated, for example, in historical literature throughout the world.21
Roughly four to six years after education in South Africa had been made compulsory for all, it was recorded (by the Minister of Education, Kader Asmal, as an expert in law; and by his co-author, Wilmot, as an expert in diversity studies), that "learners should receive more education in global challenges and ethical values in order to rebuild social cohesion in a democratic South Africa".22 The strengthening of teaching skills in the subject and the training of history teachers were also mentioned as key factors in bringing about change.23 As mentioned earlier, the focus on a far more "inclusive and nuanced view of the world" was another issue to be borne in mind. Eventually, this was indeed introduced into the national History curriculum, but there are still some concerns about its reflection in history textbooks. This being so, the discussion now turns to some aspects of globalism and national narratives as they are represented in the current grade 12 textbooks that were published in 2007.
Globalism, national narratives and textbooks
The selection of content in South Africa' s revised History curriculum has provoked fierce debate as far as the choice of themes selected; the chronology rationale; and the sometimes inefficient liaisons between global and local/national themes, etc. It is vital to address these and other issues on the curriculum in articles with a different emphasis. Inthis particular discussion the focus is narrowed down to a reflection of global and national narratives in the curriculum and an examination of how these have been negotiated in the available grade 12 textbooks.
The following nine grade 12 History textbooks were published in 2007. They were approved and made available in December 2007 for the 2008 school year:
Focus on History: Looking into the Past (Maskew Miller Longman) (also available in Afrikaans as Verken die Verlede);
History for All (Macmillan SA);
Making History (Heinemann Publishers);
Moments in History (Juta Gariep);
New Africa History (New Africa Books) (also available in Afrikaans as Nuwe Afrika Geskiedenis);
New Generation History (New Generation Publishers) (also available in Afrikaans as Geskiedenis vir 'n Nuwe Geslag);
Oxford in Search of History (Oxford University Press, Southern Africa);
Shuter 's History (Shuter & Shooter); and
Viva History (Vivlia Publishers).
These textbooks cover the seven broad themes prescribed in the History curriculum. Parts of South Africa's history are interwoven with international events and trends. For South African learners and educators, this is a new approach. In addition, from 2008, examinations at grade 12 level did not accommodate papers that distinguished between South African history and "general" history.
The following are the concise curriculum themes for grade 12 level:
The impact of the Cold War in forming the world as it was in the 1960s;
The realisation of uhuru in Africa, 1960s-1970s;
Forms of civil society, 1960s-1990s;
The impact of the collapse of the USSR in 1989;
The emergence of South Africa as a democracy from the crises of the 1990s;
Globalisation: meaning and trends; and
Ideologies and debates around the constructed heritage icons from the period and today. (The use of "period" in this context probably implies the timeframe covered by the other themes, that is at least 1960-2004.)
In essence, the History curriculum appears impressive, especially in theory, but it is open to criticism on everyday practicality and its textbook applications.
Globalism and globalisation in the curriculum and in History textbooks
In 2008 Rob Siebörger, an expert on the teaching of History in South Africa, remarked as follows in a local newspaper:
Finally, the Grade 12 curriculum contains an innovative and extensive section on globalisation which is designed to give school leavers a critical understanding of the forces that shape today's world within an historical perspective.24
This would indeed be so if the "forces that shape today's world", were covered effectively in the grade 12 History textbooks. Inthis regard, Macmillan's History for All has produced a workable chapter to use for debate. The New Africa History devotes 38 pages to globalisation, while Shuter's History has a solid 70 pages. With more space available, Shuter 's was able to cover the theme substantially and provides an exciting variety of usable sources, although the publication generally is very "busy" and tends to scare off some tentative learners. In most textbooks, however, indepth content is lacking, specifically on globalisation.25 History teachers will thus have to invest more energy and creativity to ensure that learners have a reasonable idea of globalism and the effects of globalisation.
Apart from globalism as a refreshing new theme, the focus on world history in the curriculum and its links with national history (and vice versa) should not be overlooked. Inall the revised curriculum themes, the connection between the world, Africa and South Africa could have been made. Only a few of the grade 12 textbooks were creative and expansive in their thinking in this regard in all the sections/chapters. The developers of the revised curriculum could also have been more supportive (thematically and in historical chronology) by combining issues with the potential to be dealt with in a broader sense, more efficiently, See, for example, the distinctive presentation of the collapse of the USSR in 1989 in a separate discussion instead of categorising it as part of the influences on Cold War strategies of the past and how it has affected South Africa in the process. South Africa could well have formed part of the discussion on the Cold War; the Maskew Miller Longman publication, Looking into the Past, did well in this regard. Some of the other textbooks have indeed tried to create innovative links between some themes and South Africa, but this is emphasised mainly in the sources and sometimes does not even feature in the basic content that is supposed to guide the educator and learner towards using the sources that follow.
Inacademic treatises there has been support for this curriculum innovation. The use of globalism and the global/world history teaching approach was given the nod both prior to and after the final curriculum revision.26 However, leading exponents of teaching methodology and academic historians have warned against a possible imbalance in the curriculum and evidence of this coming through into the textbooks.27 They claim that a decrease of European content in the approved history textbooks may well lead to the elimination of valuable cultural content,28 because the South African nation is as much a product of European intervention as African tradition29
Some ten years after 1994, the University of Cape Town hosted several colloquium sessions on writing and teaching national history in Africa in an era of global history. Based on the feedback from Howard Phillips, the participants were picking up the vibes from historians abroad, specifically from Toyin Faiola of the University of Texas and Patrick Harries of the University of Basle, Switzerland, that the concept of "nation" and national history from the bottom up is meaningful and vital in the current era of giobaiisation30
Although it probably cannot be ignored that global history is an important means to understand modern processes and events, Faiola has emphasised that national history is a "means of survival against the dominant brand of global history in the contemporary world", which he viewed as "a narrative of Western power and expansion" that tended to turn national history into a meta-narrative of global history. The result, he said, was that "local identities" were erased and the "dust of ethnic is swept under the carpet of the national, and the national itself under the table of the universal". To guard specifically against this kind of unbalanced approach, articles were published and structures proposed as guidelines. Faiola's work was quoted widely and many of the historians who attended the colloquium agreed that national history could not and should not ignore global history -but, importantly, it should not be superseded by it either ...31
It is interesting to note that June Bam, representing the Department of Education and also one of the leaders of the South African History Project, assured the historians involved in the UCT colloquium that the "national curriculum for schools sought to avoid such narrow conceptions of the past by stressing South Africa's position in wider regional, continental and global contexts". With the revised History curriculum this may well have been the intention, but the products to be utilised in practice -the History textbooks -fall short because the curriculum is too open and vague in this regard.
Considering the empirical debate in South Africa and elsewhere, the didactical guidance and the key features of the revised History curriculum, international history appears to be particularly dominant in grade 12 textbooks. South African history is clearly visible in three of the seven themes but it is not always efficiently linked to the international and African themes or to "globalism" as a theme. Indications of how South Africa has been influenced are sometimes visible, but this option as a focus could be expanded; much more is needed on how world history has influenced South Africa and indeed how South Africa has perhaps influenced continental and world histories. After all, we are dealing with grade 12 learners at the highest level so they should be exposed to this multi-dimensional methodology.
In the current textbooks, grade 12 learners will learn how the Cold War transformed the world of the 1960s; and also how it affected the outcome of African history in a period of aspirations for uhuru or freedom in the aftermath of colonial transgression. After the first two themes, another two fo llow that also reflect world events that hold the promise of gradually working their way towards South African history. They are forms of civil society protest that emerged in the 1960s and continued until the 1990s; the effect of the collapse of the USSR in 1989; and South Africa's triumphant emergence from the crises of the 1990s into a democracy. (See more on this in the discussion of national narratives below.)
The last two sections of the grade 12 curriculum are new FET themes focused on providing interesting scope on global ising on a wide community front. Reflections are exchanged on ideologies and there are debates on the country's heritage. In most textbooks for grade 12 (apart from those mentioned earlier), South Africa does not really feature in the globalism theme. There is only one sub-section where some discussion is devoted to South Africa's contribution in Africa since 1994. The Shuter 's History textbook has made a reasonable effort to accentuate Africa in the global context with themes on AIDS and environmental problems. Nor is it clear why the textbook authors have shied away from important themes such as post-colonial theft in Africa' s biodiverse heritage.
National narratives in the curriculum and textbooks: Teaching history to promote whom ... and what ...?
It is ironic that textbook development and the results of empirical research on textbooks of the past (as well as guidance on compiling textbooks and the pitfalls to be avoided) are not being utilised effectively in the marketplace. Publishers appear to have their own agendas.32 InSouth Africa at the moment (as in the pre-I994 period), their focus appears to be to satisfy the Ministry ofEducation by not stepping too much on political toes. There is a tendency to ensure that textbook activities reflect the political majority of the day, regardless of whether they effectively present the (open, vague) History curriculum -a curriculum that purports to reflect multiple voices.
As elsewhere, prior to acceptance, newly developed History textbooks in South Africa were submitted to state-appointed review panels for screening.33 However, the South African approach differed in the sense that the public sector was not given an opportunity for any input, and no votes were cast to express preference for one textbook over another. The pub I ishers knew very I ittle about the books being produced by their competitors; nor were they given guidance or informed about avoiding sensitive loopholes. A representative from one of the publishing houses recalls:
We do not know what comments other publishers receive -this is not common knowledge. The comments are often almost illiterate, the evaluators do not read the texts thoroughly and assume content is missing if it doesn't have a heading of its own, and the feedback is often contradictory -for example they tell us to delete a section but then [afterwards) complain that those very outcomes are not sufficiently covered.34
Furthermore, insufficient time was allowed to prepare grade 12 textbooks. There was little opportunity to expose them to the broader academic community for comment from historians and educators. This would have been the most feasible and long-term solution to ensure quality.
The selection of content will probably always evoke controversy because it involves different cultures and there is bound to be racial sensitivity in cosmopolitan environments. For this reason it is an absolute necessity that those well versed in History didactics are consulted. This would go a long way towards equipping educators to deal with controversial concerns. However, I am not convinced that those involved in the teaching process should be forced to utilise history topics to serve external purposes beyond its methodological scope. The primary aim of teaching History is to present a balanced multiple-voice approach; the content must be as scrupulously objective as possible and should focus on a reasonable and fair analytical response. Inthis way, dealing with human issues such as tolerance of differences; understanding human rights; and avoiding racism; should be handled spontaneously and not enforced in a compulsory manner to serve as a "social agent" for whomever. History cannot act as an agent to teach learners about the ultimate moral way to live. It can only present the ways in which people lived and cherished certain moral values.
Teaching History in a diverse, unprejudiced, balanced and methodologically passionate way requires that the educator apply scientific and professional morals to the discipline/subject. These should always be respected.
Whatever historical thinking (in "my" and "our" histories), methodologies or personal ideas and reasoning for inclusiveness may ultimately give rise to a curriculum, the textbook developers are eventually responsible for providing substance and direction to curriculum content in the form of a variety of historical enquiry genres and voices.35 Although a genre and a voice in history are not tightly bound, a key distinction is that a genre is the style or way in which a historical text is written, whereas a voice can be either the group or person that was involved in making a piece of history in a specific historical context. On the other hand, a voice can also be defined as the learner in the process of arguing a genre as adjudicator.36 Application of this knowledge should also be put to use in the textbook interpretation of South Africa's revised History curriculum.
Cole and Barsalou argue that it remains difficult to decide what history content should be taught in a post-conflict society37 Questions such as who decides what version(s) should be taught and what effect choices may have on promoting stable, cohesive and tolerant societies, are indeed crucial issues. The relationship between the (re)writing of history by academic historians and the development of secondary school history textbooks can also be debated. Moreover, as mentioned above, there is often insufficient time to prepare grade 12 textbooks carefully and expose them to the broader academic community for its input. Unfortunately, this was the case in South Africa. In a keynote address in 2007, Kader Asmal said:
... More than any other discipline, good History put to good use taught by imaginative teachers can promote reconciliation and reciprocal respect of a meaningful kind, because it encourages a knowledge of the other, the unknown and the different. It has the role of raising the awareness of learners to the issues of their own identity and the way that they interact with the multiple identities of South Africans around them ...38
What Asmal probably meant by referring to "good" History is history that is supposed to be all-inclusive and focused on balance, variety and sensitivity to promote a healthy attitude towards nation building. Sensitivity and all-inclusiveness as a means towards creating a platform, for example for nation building, are indeed explored in the fifth and seventh themes in the grade 12 curriculum. Both these themes cover South African history content. However, this content is far from "healthy" and still requires extensive refinement in balancing the "my" histories so that they present a reasonable "our" history.
Typical examples that have been ignored in textbooks are the results of the white minority poll in both the 1982 and 1993 referendums, and the political opinions of newspaper reporters of the time (for example, Max du Preez) and other opinion formers such as Frederick van Zyl Slabbert. Some of these people made their voices heard under very difficult circumstances. The only examples used in the current grade 12 textbooks (and then specifically in the textbook In Search of History) to portray the resistance of Afrikaner whites against political transformation in South Africa (as if it represents the majority opinion of white people) is that white minorities, namely the politically focused movement called the Afrikaner Weerstandsbeweging or A WB (Afrikaner Resistance Movement) and the Herstigte (Re-established) National Party or HNP.
Although the role of these resistance movements undoubtedly forms part of South Africa's history, their presentation in textbooks -as if they represent all Afrikaner whites -may be interpreted as a stereotypical and distorted historical presentation of the reality of the time. In the early 1990s and later, South Africans also had to witness conflicts among civilians, especially among black groups, that resulted in brutal deaths. In the textbooks the government of the time is accused of being the prime instigator of these events -and this can certainly be debated because these speculations have been raised in academic articles. But they should not be emphasised to portray an innocent history of the black majority against a white minority regime. Ironically, grade 12 learners are only "introduced" to this brutality in the history of South Africa in some textbooks as an assignment where they are tasked to find out more. It does not form part of the main content and thus reflects a distorted national narrative and a lack of multiple perspectives. Methodologically, all content in all the themes should link with assessment assignments and not only rely on neutral, broadly covered assignments. If the critical and learning outcomes (linked to the assessment standards) were followed critically, such distortions and imbalances would perhaps have been spotted in the writing process.
Is a "healthy" identity presented in textbooks?
A healthy identity in a historical context can imply a heartfelt, active or blooming passion for one's country and its broader groups of people. It also embodies having a sober knowledge of the role and achievements of the specific group the individual identifies with as "my" history.
As broad as the revised national curriculum content structure may be (in order to promote a healthy identity), the fundamental core of some grade 12 curriculum themes in the new textbooks is intellectually thin. When this is the case, it simply means that it becomes impossible to balance diversities, multiple perspectives,39 inclusivity and healthy identities. Then Asmal's concerns are shared, although the process he suggests to address them (referred to in the previous section), does not necessarily guarantee success (for example, more black writers, a more balanced presentation, etc., as Asmal puts it). The basic historical method of ensuring multiperspectivity and a diversity of genres and voices in any historical publication should apply. What is furthermore required is ample knowledge of examples of a specific content theme, and the simple but important application of the history methodology in a professional way. It may be (as a bonus, I should say) that a representative group of writers with all these skills may benefit from one another's personal cultural, linguistic and racial experience in the process of content development and in designing assessment tasks. Individually they may lack the ability to ensure depth, balance, cohesion, tolerance and progress. Inmany ways, historians and ski lled history educators should always be reminded of the manner in which a magistrate as a law practitioner should manage, consider and interpret the voices of evidence with which he/she is working, regardless of the typically human obstacles such as colour and race.
In the new grade 12 textbooks, the trend in the nationally focused themes 3, 5 and 7 seems to be to present discussions that the majority of South Africans will be obliged to "accept" rather than demonstrating multi-perspective modes in these themes and sub-themes that will allow progress towards a balanced representation and multi-diverse understanding that will eventually build towards a collective identity that reflects healthy attitudes and a sound historical consciousness. The absence of a multi-diverse representation, as a crucial requirement in the methodology of History and emphasised in current transcontinental perspectives, leads to products that are sadly no different from the curriculum interpretations in pre-1994 textbooks. Infact, they can hardly be seen as adopting a transformational approach towards creating a healthy, nation-building democracy.
Most of the textbooks display creative variety; some go the extra mile with sources and source creativity. The problem in using sources is the way they are approached as assessment activities. An appropriate example that made news in 2008, is the cartoon of Mangosuthu Buthelezi used in the Oxford University Press publication. Siebörger commented as follows:
News of another kind was that the IFP had taken exception to what was contained in an Oxford University Press history (Grade 12) textbook, in particular the use of a cartoon by Zapiro, which depicted Mangosuthu Buthelezi's pen dripping with blood at the time of the pre-election violence in 1994. The cartoon, however, was not an illustration. It was used in an exercise to analyse bias, set out in a sophisticated and thorough way. Ironically, in the light of the criticisms made, the most likely conclusion of the exercise is that the media in 1994 was biased in its treatment of Buthelezi and that history ought to reflect that. It is, thus, again a reflection of a lack of good hi story teaching in school that gives rise to an inability to see that the intention of the textbook was sympathetic to Buthelezi.40
Siebörger's argument is questionable, although the merits of reflecting a wrong approach to a cartoon as a "lack of good History teaching" perhaps should not be overlooked. Certainly, the writers of the textbook may have been sympathetic to the personality in the cartoon, but because of a lack of creativity in the assessment questions and possible options for debate, they failed to guide the learners towards effectively identifying bias. Only one activity question is set and this has no guidance whatsoever of additional facts to assist learners and educators to contradict or to support the views of the cartoonist, Zapiro.
It is always worthwhile when a variety of sources on a specific theme covers multiple voices (a variety of sources) and perspectives (thoughts of people at the time). The lack of an in-depth content presentation can also distort the actual value of exploring source activities. Grade 12 textbooks, with exceptions here and there, fail to provide content with a solid and well-researched historical background as narrative.
A remark Tully made in 1995,41 which most historians will endorse, is that learners "must listen to voices past in order truly to engage the 'strange multiplicity' of incommensurable cultures. Therefore, the ideal of accentuating a 'history of progress'42 of a nation is not negative, but to act 'stone-deaf to deep-seated conflict".43 Underplaying the diversity in the South African cultural heritage, and an ignorance in approaching the South African heritage within the theme on globalism, for example, as if there is nothing to offer, may only set the table for a distortion of the South African heritage and yet other kinds of conflicts.
Analysis and conclusion
Issues on the development and interpretation of South Africa's revised History curriculum, particularly in grade 12, have been discussed.44 It is more than a fact, so to speak, that different views of history affect ways of writing about the past.45 The same applies to assembling and presenting content within the structures of History curricula that eventually find their way to textbooks and support materials. Another complexity that accompanies the writing process of History textbooks in particular is the use of different styles (for example, a gripping, narrative style or a detached, logical, argumentative analysis). In using support materials, the idea is also to allow learners not to rely on the interpretation of the textbook author/historian, but to use primary material and, based on the assessment focus, reach their own conclusions.
However, to be able to approach primary source material in this way, the perceived basic secondary source content -related to a specific theme as utilised in a textbook and written by History educators or historians -should be multi-diverse and moulded in a discourse analysis. If not, it implies that the selection of source material may also not reflect a multi-diverse approach and a richer understanding of the range of texts within a specific linguistic make-up, different dimensions of context and perhaps with different cultural dimensions. It is also likely that an effective utilisation of a supposedly "arguing genre" style46 in grade 12 will be absent because secondary and primary basics are not representative.47
Difficulties in the evaluation of historical interpretation are a matter of concern abroad as well as in South Africa. History educators and learners still have to use different interpersonal strategies and new ways of organising text in the process of utilising the arguing genre. According to Coffin, this genre often unfolds into an "exposition" (arguing for a particular interpretation), a "discussion" (considering different interpretations before reaching a position) or a "challenge" (arguing against a particular interpretation).48
Because grade 12 learners should primarily be occupied with the arguing genre, the key argument of this article is that recently published grade 12 textbooks in South Africa, based on the revised History curriculum, do not meet this requirement, especially in content related to globalism and national narratives; language style; and their assessment tasks. Furthermore, the content of the approach to globalism and global ising trends that have impacted upon the history of South Africa is poorly organised and is not equipped to provide a multi-diverse setting.
Cole and Barsalou emphasise the requirement of a social consensus that must be reached to ensure approval and adoption of History textbooks that break old myths that glorifY one group and demonise others.49 They write:
... much of hi story depends on the viewpoint of those writing it. Although post-conflict societies could benefit from accounts of history that play down the differences between former enemies, some truths do exist: . Denying them results in dangerous moral relativism ... 50
It must be admitted that the grade 12 publications are the first within the revised History curriculum of South Africa and are admirable efforts. But they will certainly require revision especially in structure, in-depth content and effective History methodology practices. Although textbooks are not produced every year, publishers, the DoE and the broader educator community, should take cognisance of the key ideal in a presentation of our discipline, namely to search for multiple narrative views and voices to present the broader nation's historical development in a balanced, healthy and nation-building way within the global environment. This is not a request from minority voices, but a serious requirement in History as a discipline.
A drawback in writing one's national history within a global context to cover an inclusive diversity is that breadth tends to cancel out depth. Content then becomes fragmented and skimpy. LaSpina refers to it as being "self-contained as a graphic advertisement. Potentially, the 'story' becomes as thin as the page it is printed on". He continues by reflecting:
... as long as textbooks tend to re-inscribe thematically the path of progress and its apogee its "mythmaking" apparatus remains obscure, and in doing so the large historical processes which structure the local history of nations wi ll remain safely at the margins ofan emerging global context.51
Perhaps the question is not whether the nation's story should be reflected from a broader context of world systems or not, but how it should be done. The reality is that constraints still tend to dispose people to think and act locally in terms of modernity. All nations are caught up in a "rapidly developing and ever-densening network of interconnections and interdependences". Therefore, to get "inside" a particular "my" history in the broader "our" and "their" context, a global and comparative look at it from past to present is required.
Elize van Eeden began her professional career in 1982 as a FET teacher in History. Thereafter she joined the staff of North-West University and continued her postgraduate research into interdisciplinary and transdisciplinary environmental studies. She is currently a professor of History at the Vaal Triangle Campus, and is chairperson of the South African Society for History Teaching.
1. J.A. LaSpina, "Designing Diversity: Globalization, Textbooks, and the Story of Nations", Journal for Curriculum Studies, 35, 6, 2003, pp 667-696.
2. L. Chisholm and R. Leyendecker, "Curriculum Reform in Post I 990s Sub-Saharan Africa", International Journal of Educational Development, 28, 2, 2008, pp 195-205; and Yesterday&Today, May 2008. This later publication covers articles on the current History debate, OBE utilising and curriculum changes in South Africa and is also available at http://www.sashtw.org.za See also S. Dryden-Peterson and R. Siebiirger, "Teachers as Memory Makers: Testimony in the Making ofa New History in South Africa", International Journal of Educational Development, 26, 4, July 2006, pp 394-403; Yesterday&Today, Special edition, March 2006; L. Chisholm, "The Politics of Curriculum Review and Revision in South Africa", Paper presented at the Oxford International Conference on Education and Development, 9-11 September 2003, Oxford, UK, pp 1-20; E.S. van Eeden and J.L. van der Walt, "Creating a Future for History within South Africa's 'Curriculum 2005 "', Journal for Theory and Research in Social Education, 28, I, Winter 2000, pp 85-95; P. Christie, "Globalisation and the Curriculum: Proposals for the Integration of Education and Training in South Africa", International Journal of Educational Development, 16, 4, 1996, pp 407-416.
3. "Globalism" is essentially the conceptual ising of an attitude or policy of placing the interests of the world above those of individual nations. "Globalisation" refers, inter alia, to the decrease or increase in the degree of globalism. Globalisation also describes an ongoing process by which regional societies, cultures and economies have become integrated through a globe-spanning network of, for example, communication and trade. See P. Manning (ed), Global Practice in World History: Advances Worldwide (Markus Wiener, Princeton, 2008); P. Manning, Navigating World History: Historians Create a Global Past (Palgrave Macmillan, New York, 2003); A.G. Hopkins (ed), Globalization in World History, (Princeton University Press, Princeton NJ, 2003). Some textbooks use the concepts "globalism" and "globalisation" interchangeably without clearly defining the semantic difference between them.
4. Chisholm, "The Politics of Curriculum Review", p 2.
5. 'Voices' in this context is conceptualised as authorities, interest groups, and individuals from within communities who playa role in making or shaping the history of South Africa.
6. Chisholm, "The Politics of Curriculum Review", pp 1-5.
7. Chisholm, "The Politics of Curriculum Review", p 4.
8. See for example, J.D. Jansen, "Curriculum Reconstruction in Post-Colonial Africa: A Review of the Literature", International Journal of Educational Development, 2002, pp 1-2; J.D. Jansen, "The School Curriculum since Apartheid: Intersections of Politics and Policy in the South African Transition", at www.up.ac.za/dspace/bitstream/2263/131/4/Jansen+(1999)a.pdf, pp 1-17.
9. See Chisholm, "The Politics of Curriculum Review", pp 1-14.
10. Chisholm & Leyendecker, "Curriculum Reform", pp 195-205; Jansen, "Curriculum Reconstruction", pp 1-2; J. Wilmot and K. Asmal (eds), Values, Education and Democracy (Department of Education, Cape Town, 2001), pp 189-190.
11. E.S. van Eeden and T. Vermeulen, "Christian National Education and People's Education: Historical Perspectives on Some Common Grounds", New Contree,, 50, March 2005.
12. E.S. van Eeden, "Historiographical and Methodological Trends in the Teaching of History in a Changing South Africa", Historia, 42 (2), November 1997; Van Eeden & Van der Walt, "Creating a Future", pp 85-95.
13. See E.S. van Eeden, "An Approach to the Teaching of Universal Global History Concepts in World History Practice in South Africa", international World History Buffetin, 14, 1, Spring 1998; E.S. van Eeden, Didactical Guidelines for Teaching History in a Changing South Africa (Keurkopie, Potchefstroom, 1999); Van Eeden & Van der Walt, "Creating a Future", pp 85-95.
14. G. Weldon, A Comparative Study on the Construction oj MemOlY and Identity in the Curriculum oj Post-Conflict Societies: Rwanda and South Africa, available online at www.centres.ex.ac.uk/historyresource/journal11/ 2006, pp 1-2.
15. G. Weldon, "History Education and the Democratic Nation in Post-Apartheid South Africa", Paper presented at the South African Society for History Teaching (SASHT) conference, 2627 September 200S, p 7, as quoted in the Department of Education, South Africa National Curriculum Statement, History, 2003, pp 22-33.
16. Weldon, "History Education and the Democratic Nation", pp 7-14.
17. P.G. Wamich, "Uitkomsgebaseerde Assessering van Geskiedenis in Graad 10." PllD thesis, NWU, 200S, pp 107-1O8.
18. R. Lawson, "Black Teachers (Re) Negotiation and (Re) Construction of their Pedagogical Practice within South Africa's Post-Apartheid Curriculum." PhD thesis, Ohio State University, 2003, pp 1-170.
19. Weldon, A Comparative Study, pp 7-14.
20. Wilmot & Asmal, Values, Education and Democracy, p 186.
21. See C. Coffin, Historical Discourse (British Library, London, 2006), pp 3, 44, 47, 66,72, 130, ISS-I 59, 169-170; Van Eeden, Didactical Guidelines, chapters 9 and 10.
22. Wilmot & Asmal, Values, Education and Democracy, pp 194-195, 200.
23. Van Eeden, "An Approach to the Teaching"; Wilmot & Asmal, Values, Education and Democracy, p 200; R. Siebörger and J. Dean, "Values in a Changing Curriculum", available at uct.ac.za as retrieved from http://scholar.google.co.za, accessed 17 February 2010.
24. R. Siebörger, "Don't Deprive Pupils of the Chance to Study History", Cape Times, 12 June 2008, p 9; and Anon., "Don't Rob Pupils ofour Rich History", The Star, 19 June 2008, p 19.
25. A lack of "in-depth content" in this context implies the presentation of themes and chapter background in a superficial way; educators and learners are thus unable to gain a full grasp of the who, what, where, when and how ofthe topics addressed.
26. L.D. Beukes, L.J. de Jager, A. Engelbrecht, A. Niemann, R. Swart and C.N. van der Westhuizen, "Changes and Continuities in History Textbooks after Apartheid", Draft article presented for peer review to the South African Journal of Education, 2008, pp 1-32; A. Engelbrecht, "The Impact and Role Reversal in Representational Practices in History Textbooks after Apartheid", South African Journal ofEducation, 28, 2008, pp 519-541; Van Eeden, "An Approach to the Teaching"; Van Eeden, Didactical Guidelines.
27. See F. Pretorius, "Unfair Affirmative Action in South African Historiography", Yesterday&Today, I May 2007, pp 1-8.
28. C. de Wet, "Die Uitbeelding van Swart Mense in SA Geskiedenishandboeke", Acta Academica, 33, 1, 2001, pp 99-129; L.R. Reuter and H. Dobert, After Communism and Apartheid. Transformation of Education in Germany and South Africa (Frankfurt, Peter Lang, 2002); Engelbrecht, "The Impact and Role Reversal", pp 537-538.
29. C. Bundy, "What Makes a Nation Happy? Historiographical Change and the Implications for Textbooks", Paper at the seminar on school history textbooks for a democratic South Africa, Rustenburg, 1993; F. Pretorius, "Onbillike 'Regstellende Aksie' in SA Geskiedskrywing", De Vrye Afrikaan. 19 May 2006; LX. van der Steinen, "Three Decades of SA School History Textbooks: Historiographicallntluence, Change and Continuity from the 1970s to the 1990s." MEd dissertation, University of the Free State, 1997.
30. H. Phillips, " Writing and Teaching National History in Africa in an Era of Global History", Reports on colloquium sessions, University of Cape Town, c. 2004, pp 215-221.
31. See Van Eeden, "An Approach to the Teaching"; Phillips, "Writing and Teaching National History", p 216.
32. M. W. Apple and L.K. Christian-Smith (eds), The Politics of the Textbook (Routledge, New York, 199 1), pp 1-22.
33. LaSpina, "Designing Diversity", pp 667-696.
34. P. de Villiers, e-mail correspondence with E.S. van Eeden, 23 February 2008.
35. Coffin, Historical Discourse, pp 44-65.
36. Coffin, Historical Discourse, p 158.
37. E.A. Cole and J. Barsalou, "Unite or Divide? The Challenges of Teaching History in Societies Emerging fi'om Violent Conflict", United States Institute of Peace, Special Report no. 163, June 2006, p 3.
38. K. Asmal, "Keynote Address: Interrogating the History Curriculum after Ten Years of OBE", SASHT Conference, KwaZulu-Natal. Featured in Yesterday&Today, 21-22 September, 2007, pp 12-13.
39. The use of the word "perspective" in this context refers to expelt contributions by freelance writers of history textbooks; and to history educators in the General, Further and Higher Education and Training Phases.
40. Siebörger, "Don't Deprive Pupils", p 9; Anon., "Don't Rob Pupils ofour Rich History", p 19.
41. As quoted by LaSpina, "Designing Diversity", pp 682-683.
42. Educational progress is defined as a "forward moving" to the benefit (and not the detriment) of the teaching and learning of knowledge; proper conduct and technical competency through a focus on the cultivation of skill s, trades or professions; as well as mental, moral and aesthetic development. This being so, South African history teaching has a long way to go to ensure that these traits are reflected in the curriculum; in teacher training; and in textbooks, which are after all, the ultimate outlet for what History teaching principles present.
43. LaSpina, "Designing Diversity", pp 682; Coffin, Historical Discourse, pp 1-208.
44. Siebörger, "Don't Deprive Pupils", p 9; Anon., "Don't Rob Pupils ofour Rich History", p 19.
45. Coffin, Historical Discourse, p 3.
46. As discussed by Coffin, Historical Discourse, pp 1-208.
47. Coffin, Historical Discourse, pp 27-28, 42, 47.
48. Coffin, Historical Discourse, pp 77-87, 130-131 , 138.
49. Cole & Barsalou, "Unite or Divide?", pp 3, 9.
50. Cole & Barsalou, "Unite or Divide?", p 9.
51. LaSpina, "Designing Diversity", pp 685-686. [ Links ]