Greener Journal of Educational Research Vol. 3 (3), pp. 134-137, May 2013
Manuscript Number: 040313567
The New History Concept
Great Zimbabwe University, Department of Curriculum Studies, Box 1235, Masvingo, Zimbabwe.
Email: mapeterek @ gmail. com
This study employed the
literature review methodology to examine the concept ‘New
History’ and its significance to classroom practice .The
concept of the process approach in the teaching of History
has attracted the attention of academics the world over but
its implementation has re remained illusionary. The paper
advances that there is need to vigorously pursue the
approach of new History through renewed methodologies and
new assessment procedures which do not promote factual
regurgitation. History teachers and historians of general
persuasions should live to the expectations of a new
dispensation and walk the new History talk. There is need to
staff develop teachers to make them more conversant with the
new paradigm before History learning degenerates into a
monotonous memorization activity. The four corners of the
classroom should be broken if History students are to be
actors of the History play instead of them being indifferent
KEY WORDS: Epistemology, Old History, Body of Knowledge , Process Approach.
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