| Summary: | Bibliography: leaves 128-145. === This thesis focuses on the recognition of alternative content and perspectives provided in popular history traditions as a "necessary condition" for the development of a new history for secondary school in South Africa. In arguing for this recognition, research on the Unity Movement historical and dialectical materialist historiographical tradition and its potential for the pedagogical process is used as illustration. Aspects discussed as the context for such an argument include (a) the nature of history and popular history (as a world phenomenon), (b) the nature and objectives of history education, (c) the legacy of Apartheid history education and (d) guidelines for the development of a new history curriculum based on Curriculum Development Theory and pedagogical principles of the New History Movement. The thesis concludes that recognition of the historiographical tradition of the Unity Movement is a necessary condition for the development of a new school history for South Africa based on its "legitimacy" regarding its version of history as embracing the experiences, traditions and values of the majority of people in South Africa. Furthermore, it is also a tradition which provides the children of this majority a place (not only in the history of Southern Africa), but (more importantly) in the history of the world. This recognition would have far-reaching implications for a new history for schools. These are: revision of the present content of the secondary syllabus, the re-interpretation of themes currently considered as representing "major" processes in historical formation in both Southern African and World History, and the inclusion of more "relevant" and "popular" themes. It is argued that the facilitation of a more "legitimate" and "popular" history curriculum will be realised in South Africa if cognisance is taken of both this popular historiographical tradition and crucial aspects of the pedagogical principles of the New History Movement.
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