Titlebook: History Education in Africa; Research, Perspectiv Gideon Boadu,Charles Adabo Oppong Book 2024 The Editor(s) (if applicable) and The Author(

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Mwayi Lusaka,Henry Chiwauraserved for the Bodos, which remains the bone of contention among the majority non-Bodos comprising about 70% of the population. This chapter has argued if the institutions are ill-designed it may produce the opposite results in causing persistent ethnic conflicts and violence. The chapter has pointe

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functions of symmetric distributions with unbounded support. Yet many types of economic and financial data are nonnegative and violate the presumed conditions of conventional methods. Examples include incomes, wages, short-term interest rates, and insurance claims. Such observations are often concen

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,Do Minoritized Cultures Matter? Ethnicity, Identity, and the Politics of Inclusion in Ghana’s Histoe classroom. Rather, the state has promoted simplistic, single meta-narratives about national history and culture that are detrimental to the cultural experiences of minority ethnicities. Some recommendations for change and improvements are proffered.

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The Use of Film as a Pedagogical Tool to Enhance Historical Consciousness in South African Postgradly resulting in an enhanced historical consciousness. The study revealed that active engagement with the film resulted in multifarious views of the underlying significations and developing a postcolonial Africanised consciousness. The incongruous perspectives regarding the film, including Africa’s s

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Learning Difficult Histories: The Role of Monuments and Museums,be a barrier to objectively analysing and discussing the Transatlantic Slave Trade and the Holocaust. Further, though the Holocaust and Transatlantic Slave Trade are taught at lower stages in schools in Germany and Ghana, little room is given for discussion. We recommend that curators and teachers p

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Bringing History to Life: The Pedagogical Power of Heritage Sites,erstand the perception of eight pre-service trainee teachers on the use of field visits to museums, monuments, and heritage sites as tangible resources to teach history and their experiences towards the learning of abstract historical concepts and ideas. Findings revealed that integrating field visi

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Teaching History in Zambia: The Use of Project Method in Reviving the Value of History Education,method helps inculcate research, interview, interactive, critical thinking, and writing skills, as well as creativity in learners while linking them to the community. The overarching argument is that by enabling learners to conduct research projects resulting in inclusion of local histories in the c

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