Chapter 1. History Education in Africa: Research, Perspectives and Practices – An Introduction -- Chapter 2. History Education Research in Africa: A Systematic Scoping Review (2013-2023) -- Chapter 3. Can History Teaching Contribute Towards Saving the Planet? Reflections on the Value of Including Environmental History in the Zimbabwean Advanced Level History Curriculum -- Chapter 4. Re-thinking the South African School History Curriculum: Theorising Indigenous Archives of History -- Chapter 5. Do Minoritized Cultures Matter? Ethnicity, Identity, and the Politics of Inclusion in Ghana’s History and Social Studies Curricula -- Chapter 6. The Use of Film as a Pedagogical Tool to Enhance Historical Consciousness in South African Postgraduate Students -- Chapter 7. Learning Difficult Histories: The Role of Monuments and Museums -- Chapter 8. Bringing History to Life: The Pedagogical Power of Heritage Sites -- Chapter 9. Teaching History in Zambia: The Use of Project Method in Reviving the Value of History Education -- Chapter 10. Teachers are Key: How Risk-Taking Teachers in Elite South African Schools ‘Use’ Apartheid History -- Chapter 11. Towards a Decolonized Assessment for History Teaching and Learning in Post-Apartheid South Africa -- Chapter 12. Assessing Silences in History Assessment: The Case of Representation of Women in Zambian Secondary School History Examination Papers, 2015-2022 -- Chapter 13. Sport at Wesley College, Cape Town, South Africa as a Descriptive 20th Century African History Education Project -- Chapter 14. From Department of History to Department of History and Heritage Studies: Discourse of Heritage at Mzuzu University in Malawi.

“History Education in Africa: Research, Perspectives and Practices is a genuine and needed contribution to the decolonialization of African history education that speaks to every African national curriculum. Even as historians have made significant progress in decolonizing African history, many African national education systems have unfortunately lagged behind in incorporating accurate and African centred content and methodologies due to often dated and economically and politically hamstrung national curriculums. This work provides guidance and hope to African education practitioners and researchers to reclaim Africa’s national history education curriculums.” —Jamaine Abidogun, Ph.D., Professor Emeritus, History, Missouri State University, USA. This collection brings together African scholars in Africa and the diaspora to contribute to scholarly debates about critical issues in history teaching and learning in African schools. The book contributes to filling the gap in knowledge on African history, associated pedagogies and practices and its consequent effects on research and the declining popularity of history in African Schools. Specifically, the volume (a) examines current trends and practices in history education in African schools, (b) unveils the challenges and subtleties of teaching the next generation of teachers and students, and (c) examines classroom practices and opportunities for engagement with historical concepts in African schools. The book adds a much-needed African voice to the international history education literature and contribute to strengthening the place of history teaching and learning in Africa. Gideon Boadu is a Lecturer in Curriculum and Pedagogy Education at RMIT University, Melbourne, Australia. Charles Adabo Oppong is Associate Professor in History Education at the University of Cape Coast, Ghana. .