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Shaka [King] --- Epic poetry, Zulu --- Kings and rulers --- Zulu (African people) --- Shaka, --- Amazulu (African people) --- Isizulu (African people) --- Kafirs (African people) --- Zulus --- Zunda (African people) --- Ethnology --- Nguni (African people) --- Chaka, --- Shaka kaSenzangakhona, --- Shaka Zulu, --- Tshaka, --- U-Shaka, --- Great Elephant,

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Ethnicity --- Zulu (African people) --- Amazulu (African people) --- Isizulu (African people) --- Kafirs (African people) --- Zulus --- Zunda (African people) --- Ethnology --- Nguni (African people) --- Ethnic identity --- Group identity --- Cultural fusion --- Multiculturalism --- Cultural pluralism --- Inkatha (Organization : South Africa) --- Inkatha Yenkululeko Yesizwe --- National Cultural Liberation Movement (South Africa) --- Inkatha Freedom Party --- Kwazulu (South Africa) --- Kwa Zulu (South Africa) --- KwaZulu-Natal (South Africa) --- Politics and government.

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South Africa --- Zoulou (Peuple d'Afrique) --- Zulu (African people) --- Culture matérielle --- Expositions --- Material culture --- Exhibitions --- Kwazulu Cultural Museum (Ulundi, Kwazulu-Natal, South Africa) --- Local History Museums (Durban, South Africa) --- Local history Museums (Durban, South Africa) --- Culture matérielle --- Amazulu (African people) --- Isizulu (African people) --- Kafirs (African people) --- Zulus --- Zunda (African people) --- Material culture&delete& --- Durban (South Africa). --- Inzinqolobane Zezomlando Wesifunda --- Exhibitions. --- Ethnology --- Nguni (African people)

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This book examines the active role played by Africans in the pre-colonial production of historical knowledge in South Africa, focusing on perspectives of the second king of amaZulu, King Dingane. It draws upon a wealth of oral traditions, izibongo, and the work of public intellectuals such as Magolwane kaMkhathini Jiyane and Mshongweni to present African perspectives of King Dingane as multifaceted, and in some cases, constructed according to socio-political formations and aimed at particular audiences. By bringing African perspectives to the fore, this innovative historiography centralizes indigenous African languages in the production of historical knowledge.

Zulu (African people) --- History. --- Historiography. --- Dingane, --- Africa, Southern --- Politics and government --- Amazulu (African people) --- Isizulu (African people) --- Kafirs (African people) --- Zulus --- Zunda (African people) --- Dingaan, --- Dingana, --- Dingane kaSenzangakhona Zulu, --- Ethnology --- Nguni (African people) --- Africa, Sub-Saharan-History. --- History, Modern. --- Social history. --- Civilization-History. --- History of Sub-Saharan Africa. --- Modern History. --- Social History. --- Cultural History. --- Descriptive sociology --- Social conditions --- Social history --- History --- Sociology --- Modern history --- World history, Modern --- World history --- Africa, Sub-Saharan—History. --- Civilization—History.

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This book will benefit specialists in the field of the education sciences. It represents significant progress in knowledge production. Self-directed learning has become increasingly important, not only for education in South Africa but also for education sciences in the international arena. This is a result of the changing education landscape, caused by the demands of the 21st century as well as the rapid change in knowledge production. Learners should be equipped with skills to take responsibility for their own learning. New innovative strategies should be incorporated into teaching and learning in order to meet the changing demands in education. Traditional teacher-centred practices are still the norm in most South African schools and higher-education institutions and do not adequately prepare students for lifelong learning in the 21st century. The content focuses on the theory behind self-directed learning, explores strategies such as cooperative learning, problem based learning, case-based teaching and large-group teaching that enhance self-directed learning and the use of blended learning in a self-directed learning environment. The book demonstrates how self-directed learning can be enhanced in mathematics, computer-science and life-science education and through the use of student tutors for geography. Digital technology could, for example, also be used in innovative ways for education in isiZulu folk poetry. The findings are based on original empirical research and a sound theoretical-conceptual framework. In an environment of rapidly changing knowledge production, this book responds to the challenge of how to equip learners with the necessary skills to take responsibility for their own learning. The book presents innovative teaching and learning strategies for meeting the changing demands in education. Group activities, the responsibilities of learners and the obstacles that hinder their learning are analysed, and the way in which educators can support them is discussed. Educational values such as mutual trust are discussed, and self-directed assessment is explored. This is a timely collective work authored by experts who subscribe to the approach of self-directed learning. Educators should discover new teaching and learning strategies and value the integration of self-directed learning in the classroom.

Self-managed learning. --- Blended learning. --- Case-based reasoning. --- Group work in education. --- Teachers --- Zulu (African people) --- Education --- Training of. --- Education. --- Amazulu (African people) --- Isizulu (African people) --- Kafirs (African people) --- Zulus --- Zunda (African people) --- Ethnology --- Nguni (African people) --- Teacher education --- Teacher training --- Teachers, Training of --- Cooperative learning --- Group method in teaching --- Group teaching --- Teaching --- Case-based learning --- Reasoning --- Hybrid learning --- Learning --- Self-directed learning --- SML (Self-managed learning) --- Employees --- Organizational learning --- Training of --- large-group teaching --- cooperative learning --- problem-based learning --- academic writing --- case-based teaching --- blended learning --- self-directed learning --- Autodidacticism --- Autonomy --- Mathematics --- South Africa --- Zulu language