Incorporating Heritage Studies in Secondary School History Curriculum: A South African Perspective

Lindile L. Ndabeni, Mbongi Ndabeni, Sonwabile Mancotywa

Abstract: This paper explores the potential benefits of incorporating heritage studies into the secondary school history curriculum in South Africa. It argues that heritage studies can enhance the learners understanding of history, contribute to their intellectual development, and support the achievement of national policy objectives such as social cohesion and tolerance. The paper presents a theoretical, conceptual and practical case for this incorporation and draws on related literature and policy analysis.

Keywords: History, Heritage Studies, Education, Tolerance, Empathy