By Aleta Makomeke – Opinionist and Senior Educationist
The distinction between History and Heritage Studies often sparks debate in educational circles, particularly when addressing their relevance and importance within a national curriculum. While both subjects delve into the past, their focus and outcomes are strikingly different. History is primarily the study of past events, focusing on understanding societal, political, and economic developments over time. It critically evaluates sources, interprets evidence, and seeks to reconstruct narratives about what happened and why. Heritage Studies, on the other hand, is more concerned with the preservation, celebration, and understanding of a community’s cultural identity, traditions, and values as passed down from generation to generation. While History seeks to analyze the past, Heritage Studies seeks to live it.
The importance of each subject cannot be overstated. History equips learners with critical thinking and analytical skills, teaching them how to assess sources and arrive at reasoned conclusions. It fosters an understanding of change, continuity, and the interconnectedness of societies over time. Conversely, Heritage Studies instills a sense of belonging and identity, emphasizing the importance of cultural preservation in an increasingly globalized world. By engaging with oral traditions, artifacts, and indigenous knowledge systems, Heritage Studies provides learners with a deeper understanding of who they are and where they come from.
In Zimbabwe, the decision to make Heritage Studies a compulsory subject at O Level in the Heritage-Based Curriculum reflects a deliberate effort to prioritize cultural preservation and national identity over a purely analytical engagement with the past. This decision stems from the recognition that Zimbabwe, like many African nations, has a rich but undervalued cultural heritage that is at risk of being eroded by Western influences. Heritage Studies provides a platform for learners to reconnect with traditional values, understand indigenous knowledge systems, and appreciate the sacrifices of liberation war heroes who fought for the nation’s independence. In contrast, History as a standalone subject often focuses on global narratives and colonial perspectives, which, while important, may not adequately address the specific needs of Zimbabwean learners to forge a strong national identity.
This approach contrasts sharply with Nigeria’s recent policy to make History a compulsory subject from primary school level. After removing History from its curriculum for over a decade, Nigeria realized the detrimental effects of sidelining the subject, including a generation that lacked a basic understanding of their nation’s past. Nigeria’s decision reflects the belief that History is essential for shaping informed citizens who can critically engage with their country’s political and social challenges. The Nigerian case underscores the importance of History in fostering critical thinking and national consciousness, demonstrating that while Heritage Studies may build identity, History builds intellectual capacity and civic awareness.
Globally, both subjects have proven to be transformative in different ways. Countries such as South Africa have successfully incorporated Heritage Studies into their curriculum to address the legacy of apartheid, promoting reconciliation and cultural pride. Similarly, Rwanda has leveraged Heritage Studies to foster unity and healing following the 1994 genocide. On the other hand, History has been pivotal in nations like Germany, where the rigorous teaching of the Holocaust has instilled a commitment to human rights and democracy. These examples highlight that both subjects, when properly implemented, can address specific national needs and foster societal growth.
Career prospects aligned to each subject also demonstrate their unique contributions. History graduates often find opportunities in academia, research,law, journalism, international relations, and public administration, where their analytical and interpretative skills are highly valued. Heritage Studies, on the other hand, opens doors to careers in museum curation, cultural tourism, archaeology, and heritage management, which are increasingly relevant in countries seeking to leverage their cultural assets for economic growth.
In the 21st century, where globalization and technological advancements are reshaping societies, the inclusion of either subject in the curriculum must align with contemporary dynamics. Heritage Studies offers a counterbalance to the homogenizing effects of globalization by promoting cultural distinctiveness and pride. It encourages sustainable tourism, which is a growing global industry. History, however, remains indispensable for fostering critical thinking and an informed citizenry capable of navigating complex political and social landscapes. A balanced curriculum that incorporates both subjects can produce learners who are not only proud of their heritage but also equipped to engage critically with the world around them.
Zimbabwe’s decision to prioritize Heritage Studies reflects its unique historical and cultural context, but it must not completely discard the analytical rigor offered by History. Both subjects are essential in their own right, and their integration can create a holistic education system that prepares learners for the challenges and opportunities of the modern world. The lessons from Nigeria and other countries serve as valuable reminders that the past, whether studied through the lens of History or Heritage Studies, remains a powerful tool for shaping the future.
Disclaimer: The views expressed in this article are my own and do not represent those of my employer or any organization l am affiliated with.
