Exploring societal discourse in the decline of learner interest in Grade 10 history in urban cities in South Africa

Abstract

Declining learner interest in history has become a growing concern in South African secondary education, particularly in urban schools where learners increasingly prioritise subjects perceived to offer clearer career pathways. This study explored how societal discourse contributes to the declining interest in Grade 10 history among learners in urban cities in South Africa. A qualitative desktop research design based on review of existing academic literature, policy documents, curriculum reports, and studies on history education was adopted. Data were analysed using a thematic analysis of these sources. The findings reveal that societal discourse plays a significant role in shaping learners’ perceptions of history. Prevailing narratives often portray the subject as less economically valuable compared to science, technology, engineering, and mathematics (STEM) disciplines. It was also revealed that parents, peers, career counsellors, and media discourses frequently reinforce the idea that history offers limited career opportunities, which discourages learners from pursuing it beyond compulsory levels. In addition, examination-driven teaching approaches, limited integration of digital learning tools, and inadequate emphasis on contemporary relevance further contribute to perceptions that history is less engaging or practical for future employment. The study argued that these perceptions are not solely the result of classroom experiences but are embedded within broader societal narratives about knowledge, employability, and economic development. Essentially, the study contributes to existing scholarship that highlights the need to reframe history education as a critical discipline that develops analytical thinking, civic awareness, and democratic citizenship. The study concludes that addressing declining interest in Grade 10 history requires coordinated interventions that extend beyond curriculum reform to include public discourse, career guidance, and pedagogical innovation. The study thus recommends that history learning at Grade 10 level should be repositioned as a socially relevant and intellectually valuable to restore learner engagement and strengthen its role within South Africa’s education system.