Abstract:
The purpose of the study presented in this article is to understand the experiences
of final year pre-service South African high school history teachers on their
engagement with controversial issues during their teaching practice. The rationale
for undertaking this study was twofold: filling a gap in the existing literature,
which has neglected the experiences of pre-service teachers and their understandings
of controversial issues in history during the early stages of their professional
development, and for us to learn from our students so as to possibly contribute to a
more meaningful school history education in present-day South Africa. The data
for this study was drawn from a collection of reflective reports prepared by 75 preservice
high school history teachers on their experiences of teaching controversial
issues during their professional practice sessions. We found that the student-teachers’
experiences in this regard greatly varied, and were informed by multifarious factors,
including the pre-service teachers’ positionality, the institutional culture of their
placement schools, their professional relationships with the mentor teachers, and
their engagement with learners, policy documents and teaching material. What
stood out was the centrality of race to their experiences of teaching controversial
issues, something which revealed the deep-rooted legacies of South Africa’s racist
past. The consequence of this was a black/white binary that continued to influence
the way certain schools, pre-service teachers, mentor teachers and learners relate to
history and to each other.
