The Impact of Museum Education post Covid-19: an integration of 4IR and Time Travel Method as teaching tools

Lesego Bridget Mlambo

Resumo


Museum Education has been and continue to be a great support system for the school curriculum. It has a way of connecting with the classroom education even when school curriculum experiences curriculum changes due to seasonal, environmental and political changes. This paper therefore, investigates how museum education is affected by changes of the classroom education visa vee the school curriculum. The main focus of these changes will be around the integration of 4th Industrial Revolution (4IR) post the covid-19 in museum education as a response to the school curriculum. The school subject interest that probes between museum education and the school curriculum is around the History and subsequently the Archaeology subjects. The specific school curriculum mention for this paper is based on the South African Department of Education’s (DBE) 2018 Report of the History Ministerial Task Team in particular to the section of including Archaeology as a subject. The rationale behind the interest in this report is that it not only affects the teaching of History in the school classroom but also affects the teaching of History in the relevant South African museums.  

 

Resumo: A Educação em Museus foi e continua a ser um grande sistema de apoio ao currículo escolar. Tendo uma forma de se conectar com a educação em sala de aula, mesmo quando o currículo escolar passa por mudanças curriculares devido a mudanças sazonais, ambientais e políticas. Este artigo, portanto, investiga como a educação em museus é afetada por mudanças no vis-à-vis da educação em sala de aula e no currículo escolar. O foco principal dessas mudanças será em torno da integração da 4ª Revolução Industrial pós covid-19 na educação em museus como uma resposta ao currículo escolar. O interesse pela disciplina escolar que explora temas entre a educação museológica e o currículo escolar gira em torno das disciplinas de História e posteriormente de Arqueologia. A menção do currículo escolar específico para este artigo é baseada no Relatório do Departamento de Educação da África do Sul (DBE) 2018 da Equipe de Tarefa Ministerial de História, em particular para a seção de incluir Arqueologia como um assunto. A justificativa por trás do interesse neste relatório é que ele não afeta apenas o ensino de História na sala de aula escolar, mas também afeta o ensino de História em relevantes museus sul-africanos.


Palavras-chave


Museum Education, Curriculum, History, Archaeology, Technology (4IR), Post Covid-19, South Africa

Texto completo:

PDF (English)

Referências


Angelescu, Irina. On Neo-medievalism, Migration and the Fuzzy Borders of Europe: A Critical View of the Schengen Convention. Journal of Political Analysis and Theory 0 (3) pp45-64, 2008.

Ball, Stephen, J. Imperialism, Social Control and Colonial Curriculum in Africa. Journal of Curriculum Studies 15 (3) pp237-263, 1983.

Black, Mary, S. Maturing Gracefully? Curriculum Standards for History and Archaeology. The Social Studies 92 (3) pp 103-108, 2001.

Bertram, Carol. Knowledge, pedagogy and assessment in the old and new Further Education and Training History Curriculum documents. Education as Change 10 (2) pp33-51, 2006.

Chang’ach, John, K. History Teaching in Kenyan Secondary school, for peace, reconciliation and national integration. US-China Education Review B (5) pp688-694, 2011.

Chisholm, Linda. The politics of curriculum review and revision in South Africa. “Oxford” International Conference on Education and Development, 9-11 September 2003 at the session on Culture, Context and the Quality of Education, 2003.

Chisholm, Linda. The state of curriculum reform in South Africa: The issue of Curriculum2005. In (eds.) Daniel, J., Habib, A & Southall, R. State of the Nation: South Africa, 2003-2004. HSRC Press, 2003.

Chisholm, Linda. The making of South Africa’s National Curriculum Statement. Curriculum Studies, Routledge 37 (2) pp193-203, 2005.

Conway, David. Why History remains the best form of citizenship education. Civitas Review 2(2) pp1-16, 2005.

Department of Arts, Culture, Science and Technology. 2000. Regulations to the National Heritage Resources Act, 1999. Gazette no. 21239. Notice no. 548. Government Gazette.

Department of Education. 2000. Annual Report: 2000/2001.

Department of Education. 2000. Report of History/Archaeology Panel to the Ministry of Education, Pretoria.

Department of Education. 2000. South African Curriculum for the twenty first century report of the review committee on curriculum2005. Presented to the Minister of Education, Professor Kader Asmal. Pretoria 31 May 2000.

Department of Basic Education. Report of the History Ministerial Task Team. Pretoria, 2018.

Department of Basic Education. Report of the History Ministerial Task Team. (Executive Summary), 2018.

Department of Basic Education. National Education Policy Act, 1996. Gazette no. 42100. Notice no. 1367. Government Gazette, 2018.

Entebbe Time Travels 2013-2014. Sites and Stories: The Time Travel method in Entebbe, Uganda. The Divine Mercy, Uganda, 2015.

Freedom Park Education Policy. 2011.

Giliomee, Hermann. Bantu Education: Destructive intervention or past reform? New Contree 65 (-): pp67-86, 2012.

Greaney, Vincent. Textbooks, Respect for diversity and Social Cohesion. In (eds.), Roberts-Schweitzer, E., Greaney, V & Duer, K. Promoting Social Cohesion through Education: Case studies and tools for using Textbooks and Curricula. World Bank Institute, Washington D.C, 2006.

Grever, Maria, Haydn, Terry & Ribben, Kees. Identity and Social History: The perspective of young people from Netherlands and England. British Journal of Educational Studies 55 (1) pp1-19, 2008.

Hein, George, E. Museum Education. In (eds) Macdonald, S. A companion to museum studies. Blackwell Publishing Ltd. Australia, 2006.

Holtorf, Cornelius. The meaning of Time Travel. In (eds.) Petersson, B & Holtorf, C. The Archaeology of Time Travel: Experiencing the past in the 21st century. Archaeopress Publishing Ltd, Oxford OX2 7ED, 2017.

International Council of Museums. ICOM code of Ethics for Museums, 2017.

Kallaway, Peter. History Education in a democratic South Africa. Gister en Vandag/Yesterday and Today 26 (-) pp10-18, 1993.

Klein, Stephan. R. E. Teaching History in the Netherlands: Teachers’ Experiences of a Plurality of Perspectives. Curriculum Enquiry 40 (5) pp614-634, 2010.

Legassick, Martin. Statement by the South African Historical society on the implications of curriculum 2005 for History teaching in schools. Kleio 30 (1) pp6-10, 1998.

Lindmark, Daniel. Educational History in the Nordic Region: Reflections from a Swedish Perspective. Espacio, Tiempo y Educación, 2(2) pp 7-22, 2015.

Mavhunga, Pharaoh, Joseph. Africanising the school curriculum: A case for Zimbabwe. Zimbabwe Journal of Educational Research 18 (3) pp440-456, 2006.

Mazel, Aron. D & Stewart, P.M. Meddling with the mind: The treatment of San Hunter-gatherers and the Origins of Africa’s black population in recent South African school History Textbooks. The South African Archaeological Bulletin 42 (146): 166-170, 1987.

Broberg, Morten. The EU’s legal ties with its former colonies: When old love never dies. Danish Institute for International Studies, Copenhagen Denmark. 2011.

Nygren, Thomas. International reformation of Swedish history education 1927–1961: The complexity of implementing international understanding. Journal of world history 22(2) pp329-354, 2011.

Prottas, Nathaniel. Where Does the History of Museum Education Begin? Journal of Museum Education, 44 (4) pp337-341, 2019.

Skolverket. Curriculum for the upper secondary school. Stockholm, 2013.

Skolverket. Curriculum for the compulsory school, preschool class and school-age educate. Stockholm, 2018.

Shepherd, Nick. Who is doing courses in Archaeology at the South African universities? And what are they studying. The South African Archaeological Bulletin 60 (182) pp123-126, 2005.

Westergren, Ebbe. 7 Steps towards in-depth teaching in historic environments: Time Traveling as an educational method. Kalmar lans museum, Sweden, 2006.

Westergren, Ebbe. This place has meaning: Case studies of Time Travels and Historic Environment Education, South Africa 2006-2010. ContentMedia, 2012.

Westergren, Ebbe. Use the past, create the future. The Time Travel method, a tool for learning, social cohesion and community building. In (eds.) Petersson, B & Holtorf, C. The Archaeology of Time Travel: Experiencing the past in the 21st century. Archaeopress Publishing Ltd, Oxford OX2 7ED, 2017.

Westergren, E., Norman, Anderson & Ejderstedt, J. 2018. Guidelines for Time Travels with schools. Kalmar lans museum, Kalmar, Sweden.

White, John.R. Field Archaeology in the High School Curriculum. American Secondary Education. Dwight Schar College of Education, Ashland University, 7 (1) pp3-7, 1976.

Whitely, David. S. 1998. Reader in Archaeological Theory: Post-processual and Cognitive Archaeology. Routledge, 1998.




DOI: https://doi.org/10.15210/lepaarq.v17i34.19406

 
Contador de visitas