Empathy Through History: SACE's Guidance on Professionalism in Teaching History for a Tolerant and Inclusive Society

The South African Council of Educators (SACE) serves an integral role in setting ethical standards and guidelines for educators, empowering them to deploy their skills optimally and professionally, particularly within the sensitive and impactful subject of History. This article explores the interconnection between SACE, professionalism in teaching history, and the fostering of key emotional intelligence attributes like empathy, critical thinking, and an understanding of social issues. Teaching history is an elemental conduit through which educators can cultivate empathy, critical thinking, and a broader understanding of social and moral issues in students (Journell, 2017). By painting a vivid picture of bygone eras, changes in societal structures, and the triumphs and tribulations of past generations, teachers can foster a sense of empathy and understanding in their students that extend far beyond the curriculum alone (Endacott & Brooks, 2013). SACE plays a pivotal role in this process, through setting professional standards for teaching and offering guidance to History educators (South African Council of Educators, 2018). By endorsing an ethical code of conduct, facilitating professional development, and framing guidelines around curriculum implementation, SACE strives to ensure that the teaching of history consistently maintains a high level of professionalism and effectiveness (De Wet & Du Preez, 2018). Professionalism among educators is not merely defined by their pedagogical skills and knowledge of the subject matter. It also significantly enkindles a culture of respect, tolerance, and inclusivity in schools. History teachers, with the professional guidance from SACE, have the valuable opportunity to illuminate past trials and victories associated with social harmony and intolerance. This, invariably, fosters a wholesome perspective that resonates with broader themes of respect and inclusion in diverse societies (Bryan, 2012). When combined with the professional scaffolding provided by SACE and a heightened sense of their moral responsibility, History teachers can mold themselves into influencers who guide students towards greater social understanding and inclusivity. References: Bryan, A. (2012). 'You've got to teach people that racism is wrong and then they won't be racist': Curricular representations and young people's understandings of 'race' and racism. Journal of Curriculum Studies, 44(5), 599–629. De Wet, A., & Du Preez, C. (2018). Conceptualising professionalism and professional morality for South Africa: Implications for education. South African Journal of Education, 38(2). Endacott, J., & Brooks, S. (2013). An updated theoretical and practical model for promoting historical empathy. Social Studies Research and Practice, 8(1), 41-58. Journell, W. (2017). Teaching social studies in an era of divisiveness: The challenges of discussing social issues in a non-partisan way. American Educational Research Journal, 54(5), 40-60. South African Council of Educators. (2018). Professional development portfolio guidelines. Pretoria: SACE.