Abstract
Instilling values amongst learners is one of the primary objectives of education in the 21st century. Values are developed and used by societies to define standards of morality, desirable behaviour and attitudes in human experiences. This study focuses on the teaching of values through the secondary school history curriculum. History is regarded as one of the school subjects that is instrumental in the transmission of cherished societal values to learners because it is focused on studying the experiences of societies which include how values are developed and applied in authentic situations.
This study explores the integration of values inculcation in the teaching and learning of secondary school history in Lupane District in Zimbabwe. Integrating the teaching of values in secondary school history education is a complex undertaking that requires creation of enriching learning experiences to realise the intended learning outcomes. History teachers make efforts to ensure the development of values as they translate the history curriculum into authentic learning experiences. This involves identifying values in policy documents, selecting pedagogy and assessment that help to create meaningful learning experiences to facilitate development of values in history lessons.
An interpretive case study was employed to explore the experiences of history teachers and learners in the implementation of values inculcation in history teaching and learning. The participants for this study were six history teachers and twenty-four history learners who were purposefully selected from three secondary schools. Semi structured interviews were conducted with the six history teachers and focus group discussions were deployed for the history learners. Lesson observations and document analysis were also used to gain a deeper understanding of the operationalisation of values inculcation in history lessons. Theoretically, the study used Cultural Historical Activity Theory (CHAT) and Ubuntu. The findings of this study reveal that the teaching and learning of history addresses the development of values amongst secondary school history learners. However, there are some gaps in policy documents...