Deconstructing Anti-Colonial Discourses of Western Colonialism in South African, Namibian and Zimbabwean School History Textbooks
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| Title: | Deconstructing Anti-Colonial Discourses of Western Colonialism in South African, Namibian and Zimbabwean School History Textbooks |
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| Language: | English |
| Authors: | Leevina M. Iyer (ORCID |
| Source: | Educational Review. 2026 78(2):181-202. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Decolonization, Historiography, History Instruction, Textbooks, Foreign Countries, Textbook Content, Content Analysis, Discourse Analysis, Cultural Background, Heritage Education, African Culture, Collectivism, Nationalism |
| Geographic Terms: | South Africa, Namibia, Zimbabwe |
| DOI: | 10.1080/00131911.2025.2460734 |
| ISSN: | 0013-1911 1465-3397 |
| Abstract: | Formerly colonised African countries are inherently rooted in their colonial past, which continues to perpetuate structures influenced by Western colonialism. Consequently, Western knowledge often serves as the primary framework for education, particularly in school textbooks, resulting in multifarious historiographies. Learners are exposed to these historiographies, and their perspectives on colonisation are influenced as they navigate the globalised world. Against this context, this study explores the research question: To what extent do the anti-colonial discourses in South African, Namibian, and Zimbabwean school History textbooks relate to decolonial historiographies? The methodology was qualitative and utilised Critical Discourse Analysis (CDA). The findings from the sample school History textbooks revealed three anti-colonial discourses. Firstly, African agency considered the narratives of individual, collective and generational agency which emphasised the conviction of African societies to emancipate themselves, singularly and communally, against European oppression. Secondly, African heritage highlighted the voice of African societies through military weapons, societal structures and performing arts. Thirdly, symbols of African heritage were represented by physical structures such as monuments, national flags and constitutional documents as well as anti-colonial gestures and oral histories. This study illustrates that despite the lingering historiographies of colonialism, anti-colonial discourses are presented to a large extent through decolonial historiographies in the sample school History textbooks. Furthermore, this paper proposes a framework intended to serve as an educational tool to promote Africanist historiographies, particularly within post-colonial school History textbooks. This model deconstructs existing historiographies, challenges Western epistemology, and fosters African historical consciousness. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502944 |
| Database: | ERIC |
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