Abstract:
In the 1950s, the Great Tradition of history teaching which dates back to classical times began to be replaced by the Alternative Tradition across the world. Consequently, the Alternative Tradition has become the modus operandi in modern history education. But literature on secondary school history education in Malawi attests to the continued domination of the Great Tradition despite several pedagogical reforms designed to embrace the Alternative Tradition. It is against this background that the present study sought to examine the applicability of changes in history pedagogy in Malawian Secondary Schools since 1964. The study was conducted with four objectives in mind: to identify major changes in history pedagogy since 1964; to examine measures taken to sustain the pedagogical changes in question; to analyze obstacles faced in sustaining those pedagogical changes; and to assess the applicability to the Malawian context of the said pedagogical changes. This was a multisite study which used qualitative research design to collect and analyze data. Data for the study was collected from both oral and written sources in different institutions which are pivotal in the country’s history education. Guided by conflict theory, the study used Mzuzu Government Secondary School as a point of reference.
The study has yielded several results. Firstly, it identifies four different types of pedagogy which have been implemented in the country’s history education in an attempt to embrace the Alternative Tradition: decolonizing, patriotic, objective based and outcome based. Secondly, it demonstrates that the Malawi Government and other stakeholders put in place several measures to sustain these pedagogical changes such as the promotion of revisionist history and establishment of various institutions mandated to promote and sustain the reforms. However, lack of adequate preparation and resources, poor working relationship among different. stakeholders and inadequately trained history teachers militated against effective implementation of the changes in question thereby rendering them less applicable. It has furthermore been established that these obstacles emanated from deep rooted conflicts, tensions, compromises, inconsistencies and contradictions in the country’s education system. The study concludes by recommending that the government should provide the necessary resources before implementing reforms; history education should be freed from political influences; the university should be proactively involved in implementing pedagogical reforms; and other stakeholders in history education should establish a strong working partnership with one another
