ABSTRACT
In this chapter the author shows a diachronic manner mapped the “volving” of the South African state, from the late apartheid era to the Circa 1994–2016, and the teaching of apartheid. In doing so he wants to reach some understanding of how school history, in a post-conflict society, dealt with its singularly most controversial topic. The school history devised to support apartheid myths was blended with historical knowledge and underpinned by a fundamentalist Christian National Education pedagogy of teacher-centeredness and rote learning. School history under apartheid thus contributed to the creation of two very distinct racialized identities for White and Black learners. Apartheid and school history were in a symbiotic relationship in terms of the Afrikaner nationalist historiographical approach adopted, the content learned and the pedagogy employed. Sacrificing apartheid in school history in this manner was but partly successfully and never had full buy-in from all.
