SASHT

South African Society for History Teaching

SASHT Conference 2015

Our successful 2015 conference has been and gone!  For those who missed it, here are some photographs from the conference, our guest speaker (Barney Pityana)’s address, Elize van Eeden (our chairperson)’s address and some photographs from the conference.  Enjoy!!

BPityanas presentation-10Oct2015

Elize v Eeden – SASHT-Presidential Speech-10 October 2015-SASHT-Conference- Limpopo

DSC_0585 DSC_0598 DSC_0604 DSC_0611 DSC_0614 DSC_0615 DSC_0621 DSC_0634 DSC_0640 DSC_0658 DSC_0670 DSC_0694 DSC_0705 DSC_0716 DSC_0732 DSC_0787 DSC_0788 DSC_0789

Barry Firth -SASHT 2015 Presentation

Francois Cleophas-Lecture 7 Stone Age

Gengs Pillay-ANNEXURE 1

Gengs Pillay-ANNEXURE 2

Gengs Pillay-ANNEXURE 3

Johan Wassermann-Why do learners choose History in Gr 10

Marj-Brown-Mogopa as a case study on Forced removals

Phillip Modisakeng- SASHT (2015) Limpopo_1

Pieter Warnich-SASHT Polokwane (2015)

Siobhan-Using picturebooks to teach visual literacy in history Limpopo Conference 2015

Susan-Bester-

SASHT Assessment Summary 10 October 2015

 

Latest news

news

And now…. the latest news for this year’s conference – PLEASE TAKE NOTE!!

Here is the programme for the 2016 History Conference!  Please have a good look and hope to see you at the Conference!!

1st DRAFT PROGRAMME_SASHT__CONFERENCE_2016-EvE

 


Please take note:

All costs (travel, accommodation, subsistence) related to your participation in the conference must be arranged and covered by the participant. The SASHT and conference organizers are not liable and hold no responsibility for any of these costs.

It is suggested that delegates stay in Summerstrand, Humewood or Walmer. Other areas not really suitable. Hotels on beachfront range from pricey to reasonable. Check Tripadvisor or Trivago or other websites.

EXCURSION

We are considering an excursion to the Red Location Museum if possible and re-opened at the time or a visit to the South End Museum as option. Delegates who have interest in undertaking the excursion should bring along R50.00 entrance fee and be willing to travel with their own cars to the museum.

GENERAL

If you require any other information or assistance please contact Mr David Edley of the NMMU (SASHT conference organiser for 2016) at David.Edley@nmmu.ac.za or Tel 041 504 2834.

See you in The Bay!

 



The latest news after a meeting in December – in connection with History as a compulsory subject!  Have a look below…

From the table of the SASHT Executive

January 2015

Observations Mrs Henriette Lubbe (Vice Chair SASHT):

Commenting on the History Round Table held in Pretoria on 3 December 2015:

With regard to the History Round Table, I can report that the event was well organised and brought together representatives from a wide variety of institutions and organisations including some members (but not all) of the government-appointed task team, various National and Provincial Education Department officials, trade union representatives, academics from some tertiary institutions and representatives of organisations such as the SASHT. SASHT representation was strong and included Siobhan Glanvill-Miller, Michelle Friedman, Barry Firth, Gill Sutton and I, but Jake Manenzhe from Limpopo also joined our table (although officially representing the Limpopo Education Department), and we were very aware of Rob Siebörger’s stable and well informed presence. The SASHT team members arrived on time and faithfully stayed for the duration of the proceedings; so did the Minister, Deputy Minister and Director-General, which I perceived as proof that they were taking the future of History in our schools seriously. I really appreciate the commitment, sacrifice and contribution of each SASHT team member, and I am grateful that the SASHT could make its presence felt in a quiet and mature manner at this first round of discussions.

 

In the first (plenary) session, the Minister of Basic Education, Angie Motshekga, impressed with a balanced speech in which she argued that we need ‘pure academic history in the interest of our children and country – not a history of the ANC or propaganda’ and ‘a nuanced approach to teaching and writing history’. She assured the audience several times that no decision had yet been taken, or will be taken about the future status of History in our schools before the task team has finalised its report. In the same session Prof Peter Lekgoathi (a member of the task team) shared some international trends with regard to the status of History as a compulsory subject. This talk was very informative, conveyed a broad perspective, and instilled trust in the task team’s vision and research orientation.  

 

The plenary session was followed by five ‘Commission Breakaways’ which ran concurrently, and the day ended with a plenary report-back session during which a spokesperson from each Commission provided a brief summary of the discussions that had taken place in the session he/she attended. It is estimated that the breakaway sessions were attended by 60 to 70 people who were free to choose which session they wanted to go to. The breakaway sessions focused on topics such as ‘The value of all learners offering History as a subject up to exit level of schooling’ (Commission 1); Strengthen the current offering of History as a subject’ (Commission 2); Exploring the possibility of combining History with Life Orientation’ (Commission 3); ‘Implications of learners offering History and a plan to address them’ (Commission 4); and ‘The role of monitoring, evaluation and research’ (Commission 5). The SASHT team divided itself up and sent different team members to different breakaway sessions.    

 

My experience of the session that I attended (Commission 1), supported by feedback that I received from a former colleague who facilitated Commission 5, was mostly positive. Facilitators had to adhere to a structured approach which, in typical SWOT Analysis fashion, covered the progress made so far in terms of their particular topic/focus (strengths), the developmental areas (weaknesses) that need to be addressed, ways in which these ‘weaknesses’ could be turned into strengths, and the strategic activities (plan of action) that can be considered for the short term (2016-2017), medium term (2018-2020) and longer term (2020- 2030). I thought the discussions were useful in that they provided delegates with an opportunity to reflect on a wide range of History-related issues, voice opinions, share ideas, record concerns and suggestions for improvement, form a clear picture of the current state of the historical discipline, and act as a quick source of information for the task team. However, the time allocated to these discussions proved to be insufficient and made it impossible to analyse issues in depth, let alone sending delegates home with a feeling of real achievement. On the other hand, being able to potentially shape the work of the task team is very positive.

Another positive element was the promise to arrange a follow-up round table next year. Whether such discussions will have any impact on the work of the task team, or simply serve as a forum where delegates will be invited to rubber stamp the proposals of the task team, is unclear at this stage. Time frames for the work of the task team were not discussed (unless I missed it when I had to leave the venue for a short while), and so we do not know what to expect when from the task team.

Judging from Rob’s feedback, the Commissions were not strongly for either History as part of Life Orientation or a separate FET subject. However, Barry is of the opinion that the task team should be in no doubt of the importance all stakeholders attach to History as an independent subject. The message came through clearly from everybody in the breakaway session he attended (except SADTU and one other Free State representative), that History should remain an elective and that Life Orientation should be strengthened to achieve the aims of nation building and social cohesion. The need for bursaries to strengthen the INSET and CTPD and the broadening of Funza lushaka were also emphasized by many, while the same sentiments were expressed in the formulation of both short and longer term goals…

Observations Mr Barry Firth:

I am of the opinion that the Task Team is now in no doubt of the importance all stakeholders attach to the independent subject HISTORY. It came through from all, except SADTU and one other Free State rep, that history should remain an elective and that L.O. be strengthened to achieve the aims of nation building and social cohesion. This LO curriculum people from around the country re-emphasised. Also stressed by us and others was the need for bursaries to strengthen the INSET and CTPD. Funza Lushaka has to be broadened.long term and short term goals expressed the same sentiments.

 

I was particularly impressed by the public utterances of the minister and deputy who came across as genuinely interested in shaping a history (subject) which does not disregard the integrity of the subject. I have faith that the Task Team is aware of our position. The task team

must now show their mettle and do justice to their mandate. PS…i do now begin to feel a twinge of doubt…similar to what Neville

Chaimberlain must have felt as he announced to all.”peace in our time!”

 

Observations Ms Gillian Sutton:

As SASHT members we placed ourselves in different ‘Commissions’. I attended Commission 1, which was assigned the task of considering: *The value of all learners offering History as a subject up to exit level of schooling*. The group was diverse and was facilitated by Dr. Edna Rooth, who I found out later, is a Life Orientation person. Her lack of knowledge about the history curriculum and textbooks initially frustrated me. However, in the end we managed to come to some consensus in answering the four questions set. I was pleased that Henrietta attended the same group as I did, because I was fairly direct with colleagues. It was good to hear from her, afterwards, that I hadn’t been too forthright. Jake’s was also with us and he did a great job of feeding back to plenary. In fact I believe that the members SASHT made a valuable contribution to the broader discussion.

 

 

The positive aspects that came out in our group, were:

  • The value of the Albert Luthuli Oral history competition in developing learner’s skills and   understand of the past.
  • The value of excursions
  • The value of showcasing learner’s workThere was considerable discussion around the challenges of history being a compulsory subject, these were:

 

  •  
  •  
  • Number of teachers
  • Teacher competency at present
  • The nature of pre-service and in-service training
  • That “Not all history teachers are good history teachers”
  • History as a ‘dumping ground’ for learners not passing other subjects
  • How history is timetabled in schools
  • Many schools don’t offer history
  • Often learners are ‘progressed’ – this has a negative impact on
  • teaching and learning and results in very large classes
  • Language proficiency – both in terms of the language of instruction
  • and in terms of an understanding of the language of history.The strategic activities for the short, medium and long term were discussed in an animated and energetic manner.

 

  •  
  •  
  • Short term 2016 -2017*:

 

  •  
  • Engage with Universities
  • Set a national standard at the GET level, as some schools don’t
  • Teach history at that level if they don’t offer history in the FET phase.
  • The suggestion was a National Assessment/Common Paper. 

 

  •  
  • Medium term 2018 – 2020*:

 

  •  
  • Use the DBE diagnostic report to help analysis the weaknesses and
  • Develop strategies to counter them.
  • Strengthen teacher training 

 

  •  
  • Long term 2020 – 2030*:

 

  •  
  • Develop quality curriculum intervention strategies
  • Make the Funaz Lushaka (spelling) bursary available to those wanting
  • to study history education – *personally I think that this should be
  • priority number one.*
  • Analysis of the textbooks
  • Promote partnerships – museum, heritage sites, institutions …
  • Fight the financial battle so as not to be hamstrung by money 

 

  • The plenary session was good. The five groups had a number of common themes and left the Task Team in no doubt about the challenges and opportunities for history teachers and history teaching in South Africa. It seemed to me that there was general agreement across the Commissions that the integrity of history as an elective subject was to be preserved, and that Life Orientation would develop of patriotic citizens. I was impressed by the fact that the Minister, deputy Minister and DG all stayed until 15:00. The general feeling was one of, doing what is best for the youth of South Africa… I believe that they are genuinely interested in doing what is best for South Africa. I can help wondering if they are not under considerable political pressure to adopt a ‘patriotic nationalism’ approach to history education….
  •  

Emeritus Associate Professor Rob Siebörger has responded on behalf of the SASHT to the task team responsible for looking at History becoming a compulsory subject in the FET phase.

The statement has now been finalised – our thanks to Professor Siebörger for his work on this!  Please have a look at the statement below and you are welcome to send us further opinions and thoughts on this important matter.

History task team SASHT statement November 2015


SOME GOOD NEWS ON THE HISTORY QUIZ!  (& results…)

Our pilot History Quiz went very well last month – our thanks to Rika Odendaal-Kroon for all her hard work on this matter.  Here are some photographs of the winners of the Quiz!  Our thanks to all participants.

From left to right on the photographs:

Ms Julie Sibiya (history teacher); Rika Odendaal-Kroon (organiser)   Jimmy Yuan (second place) Samith Kalyan (first place) and Quinton Govender (history teacher)

The other photograph includes Rika Odendaal-Kroon, Mpumulelo Ngele (third place) and Mrs Amanda de la Rey, principal of Rand Girls’ School.

History Quiz 1 and 2

History Quiz 3

 We hope to have an even bigger and better Quiz next year… maybe even an “Olympiad”….?

 


CONFERENCE TIME!  CONFERENCE TIME!!

HERE IS THE FINAL CONFERENCE PROGRAMME FOR OUR ANNUAL CONFERENCE – TO BE HELD IN LIMPOPO!

SHOULD BE A GREAT ONE….

A map to the Conference venue is now included – for those who are not too sure…

PROGRAMME_SASHT__CONFERENCE_2015 FINAL-5 Oct 2015

 

Link to Facebook page

 


A fresh look at the Constitution of the society – in case you have not seen it!

SASHT_Constitution


New Membership form for the New Year!

Y&T_Membership_2014-15


An article about compulsory History in schools from the Wits education History department. Weekend Argus 26 July 2014


A summary of the CAPS curriculum for easy reference! SUMMARY OF THE CAPS HISTORY CURRICULUM Illustrative summary of the CAPS History curriculum


A REALLY important site from Google on Interactive History lessons!   This you must see!! http://www.edudemic.com/42-interactive-history-lessons-from-google/


SASHT Conference 2014

Here are some of the Powerpoint presentations and/or Word documents that were given at the 2014 conference.  Hope you find them useful!

1) SS Mendi Paper SASHT 10 October 2014

2) Dingane-Retief Treaties

3) The American Indian Civil Rights Movement

4) Diluting History in the quest for social justice

5) History teachers as activists.

 6 – Beyond Blame and Victimhood on Apartheid

7)Thinking about the curriculum internationally

8) Enhancing parental involvement in the Social Sciences

9) Heritage sites – Melville Koppies

10a) – Military History – Using the Real Thing.

10b) – Military History – Using the Real Thing slides.

11) Inspiring Learners – Getting the Recipe Right.

12 – From the history lecture room to the school classroom

13) Teaching History Through Thinking Maps

14a) Cellphone Use in the Classroom

15) The Maties who caused all the trouble

16) Running in and away from the archives

17) Telling stories or teaching historical thinking

18) The Historical Literacy of secondary school teachers

20 – Rwandan History teachers and drawings on Genocide

21 – Re-thinking History teaching – Argentina.

 

 


Home

Here is the programme for the 2016 History Conference!  Please have a good look and hope to see you at the Conference!!

1st DRAFT PROGRAMME_SASHT__CONFERENCE_2016-EvE


Please take note:

All costs (travel, accommodation, subsistence) related to your participation in the conference must be arranged and covered by the participant. The SASHT and conference organizers are not liable and hold no responsibility for any of these costs.

It is suggested that delegates stay in Summerstrand, Humewood or Walmer. Other areas not really suitable. Hotels on beachfront range from pricey to reasonable. Check Tripadvisor or Trivago or other websites.

EXCURSION

We are considering an excursion to the Red Location Museum if possible and re-opened at the time or a visit to the South End Museum as option. Delegates who have interest in undertaking the excursion should bring along R50.00 entrance fee and be willing to travel with their own cars to the museum.

GENERAL

If you require any other information or assistance please contact Mr David Edley of the NMMU (SASHT conference organiser for 2016) at David.Edley@nmmu.ac.za or Tel 041 504 2834.

See you in The Bay!

 


 

The latest news concerning History as a subject following a meeting in December that we were at!  Have a look at the report!

From the table of the SASHT Executive

January 2015

Observations Mrs Henriette Lubbe (Vice Chair SASHT):

Commenting on the History Round Table held in Pretoria on 3 December 2015:

With regard to the History Round Table, I can report that the event was well organised and brought together representatives from a wide variety of institutions and organisations including some members (but not all) of the government-appointed task team, various National and Provincial Education Department officials, trade union representatives, academics from some tertiary institutions and representatives of organisations such as the SASHT. SASHT representation was strong and included Siobhan Glanvill-Miller, Michelle Friedman, Barry Firth, Gill Sutton and I, but Jake Manenzhe from Limpopo also joined our table (although officially representing the Limpopo Education Department), and we were very aware of Rob Siebörger’s stable and well informed presence. The SASHT team members arrived on time and faithfully stayed for the duration of the proceedings; so did the Minister, Deputy Minister and Director-General, which I perceived as proof that they were taking the future of History in our schools seriously. I really appreciate the commitment, sacrifice and contribution of each SASHT team member, and I am grateful that the SASHT could make its presence felt in a quiet and mature manner at this first round of discussions.

 

In the first (plenary) session, the Minister of Basic Education, Angie Motshekga, impressed with a balanced speech in which she argued that we need ‘pure academic history in the interest of our children and country – not a history of the ANC or propaganda’ and ‘a nuanced approach to teaching and writing history’. She assured the audience several times that no decision had yet been taken, or will be taken about the future status of History in our schools before the task team has finalised its report. In the same session Prof Peter Lekgoathi (a member of the task team) shared some international trends with regard to the status of History as a compulsory subject. This talk was very informative, conveyed a broad perspective, and instilled trust in the task team’s vision and research orientation.  

 

The plenary session was followed by five ‘Commission Breakaways’ which ran concurrently, and the day ended with a plenary report-back session during which a spokesperson from each Commission provided a brief summary of the discussions that had taken place in the session he/she attended. It is estimated that the breakaway sessions were attended by 60 to 70 people who were free to choose which session they wanted to go to. The breakaway sessions focused on topics such as ‘The value of all learners offering History as a subject up to exit level of schooling’ (Commission 1); Strengthen the current offering of History as a subject’ (Commission 2); Exploring the possibility of combining History with Life Orientation’ (Commission 3); ‘Implications of learners offering History and a plan to address them’ (Commission 4); and ‘The role of monitoring, evaluation and research’ (Commission 5). The SASHT team divided itself up and sent different team members to different breakaway sessions.    

 

My experience of the session that I attended (Commission 1), supported by feedback that I received from a former colleague who facilitated Commission 5, was mostly positive. Facilitators had to adhere to a structured approach which, in typical SWOT Analysis fashion, covered the progress made so far in terms of their particular topic/focus (strengths), the developmental areas (weaknesses) that need to be addressed, ways in which these ‘weaknesses’ could be turned into strengths, and the strategic activities (plan of action) that can be considered for the short term (2016-2017), medium term (2018-2020) and longer term (2020- 2030). I thought the discussions were useful in that they provided delegates with an opportunity to reflect on a wide range of History-related issues, voice opinions, share ideas, record concerns and suggestions for improvement, form a clear picture of the current state of the historical discipline, and act as a quick source of information for the task team. However, the time allocated to these discussions proved to be insufficient and made it impossible to analyse issues in depth, let alone sending delegates home with a feeling of real achievement. On the other hand, being able to potentially shape the work of the task team is very positive.

Another positive element was the promise to arrange a follow-up round table next year. Whether such discussions will have any impact on the work of the task team, or simply serve as a forum where delegates will be invited to rubber stamp the proposals of the task team, is unclear at this stage. Time frames for the work of the task team were not discussed (unless I missed it when I had to leave the venue for a short while), and so we do not know what to expect when from the task team.

Judging from Rob’s feedback, the Commissions were not strongly for either History as part of Life Orientation or a separate FET subject. However, Barry is of the opinion that the task team should be in no doubt of the importance all stakeholders attach to History as an independent subject. The message came through clearly from everybody in the breakaway session he attended (except SADTU and one other Free State representative), that History should remain an elective and that Life Orientation should be strengthened to achieve the aims of nation building and social cohesion. The need for bursaries to strengthen the INSET and CTPD and the broadening of Funza lushaka were also emphasized by many, while the same sentiments were expressed in the formulation of both short and longer term goals…

Observations Mr Barry Firth:

I am of the opinion that the Task Team is now in no doubt of the importance all stakeholders attach to the independent subject HISTORY. It came through from all, except SADTU and one other Free State rep, that history should remain an elective and that L.O. be strengthened to achieve the aims of nation building and social cohesion. This LO curriculum people from around the country re-emphasised. Also stressed by us and others was the need for bursaries to strengthen the INSET and CTPD. Funza Lushaka has to be broadened.long term and short term goals expressed the same sentiments.

 

I was particularly impressed by the public utterances of the minister and deputy who came across as genuinely interested in shaping a history (subject) which does not disregard the integrity of the subject. I have faith that the Task Team is aware of our position. The task team

must now show their mettle and do justice to their mandate. PS…i do now begin to feel a twinge of doubt…similar to what Neville

Chaimberlain must have felt as he announced to all.”peace in our time!”

 

Observations Ms Gillian Sutton:

As SASHT members we placed ourselves in different ‘Commissions’. I attended Commission 1, which was assigned the task of considering: *The value of all learners offering History as a subject up to exit level of schooling*. The group was diverse and was facilitated by Dr. Edna Rooth, who I found out later, is a Life Orientation person. Her lack of knowledge about the history curriculum and textbooks initially frustrated me. However, in the end we managed to come to some consensus in answering the four questions set. I was pleased that Henrietta attended the same group as I did, because I was fairly direct with colleagues. It was good to hear from her, afterwards, that I hadn’t been too forthright. Jake’s was also with us and he did a great job of feeding back to plenary. In fact I believe that the members SASHT made a valuable contribution to the broader discussion.

 

 

The positive aspects that came out in our group, were:

  • The value of the Albert Luthuli Oral history competition in developing learner’s skills and   understand of the past.
  • The value of excursions
  • The value of showcasing learner’s workThere was considerable discussion around the challenges of history being a compulsory subject, these were:

 

  •  
  •  
  • Number of teachers
  • Teacher competency at present
  • The nature of pre-service and in-service training
  • That “Not all history teachers are good history teachers”
  • History as a ‘dumping ground’ for learners not passing other subjects
  • How history is timetabled in schools
  • Many schools don’t offer history
  • Often learners are ‘progressed’ – this has a negative impact on
  • teaching and learning and results in very large classes
  • Language proficiency – both in terms of the language of instruction
  • and in terms of an understanding of the language of history.The strategic activities for the short, medium and long term were discussed in an animated and energetic manner.

 

  •  
  •  
  • Short term 2016 -2017*:

 

  •  
  • Engage with Universities
  • Set a national standard at the GET level, as some schools don’t
  • Teach history at that level if they don’t offer history in the FET phase.
  • The suggestion was a National Assessment/Common Paper. 

 

  •  
  • Medium term 2018 – 2020*:

 

  •  
  • Use the DBE diagnostic report to help analysis the weaknesses and
  • Develop strategies to counter them.
  • Strengthen teacher training 

 

  •  
  • Long term 2020 – 2030*:

 

  •  
  • Develop quality curriculum intervention strategies
  • Make the Funaz Lushaka (spelling) bursary available to those wanting
  • to study history education – *personally I think that this should be
  • priority number one.*
  • Analysis of the textbooks
  • Promote partnerships – museum, heritage sites, institutions …
  • Fight the financial battle so as not to be hamstrung by money 

 

  • The plenary session was good. The five groups had a number of common themes and left the Task Team in no doubt about the challenges and opportunities for history teachers and history teaching in South Africa. It seemed to me that there was general agreement across the Commissions that the integrity of history as an elective subject was to be preserved, and that Life Orientation would develop of patriotic citizens. I was impressed by the fact that the Minister, deputy Minister and DG all stayed until 15:00. The general feeling was one of, doing what is best for the youth of South Africa… I believe that they are genuinely interested in doing what is best for South Africa. I can help wondering if they are not under considerable political pressure to adopt a ‘patriotic nationalism’ approach to history education….
  •  

HISTORY QUIZ INFORMATION!

A pilot History Quiz is being run for a few schools this week – and we are looking to eventually convert this into a major History “Olympiad”.  Here is some information for the schools that are entering.  Good luck to all of you.

STARTING THE TEST

Thank you for participating in our first online history quiz!

Please take note of the following:

  • The test consists of 50 multiple choice questions
  • You have only 35 minutes to take the test.
  • Read the instructions carefully
  • Once you have submitted an answer you will not be able to change it.
  • If you achieve above 50% the programme will automatically generate a certificate of participation. You can save it to print later.

 

ARE YOU READY?

Click on the following link to register and start the test!

Good luck!

 

https://www.classmarker.com/online-test/start/?quiz=4ny55e1ae5e10ce8

 


CONFERENCE TIME!  CONFERENCE TIME!!

FINAL PROGRAMME FOR THE OCTOBER CONFERENCE!!

A map to the conference venue is now included together with the programme!PROGRAMME_SASHT__CONFERENCE_2015 FINAL-5 Oct 2015

 

SEE YOU THERE!!


A fresh look at our Constitution – in case you have not seen it!

SASHT_Constitution


 New Membership form for the New Year!

Y&T11_Membership_2014-2015


 


 

The South African Society for History Teaching, 1986-2013 – A focus of 27 years on trends of regression and progression as Society Abstract A society for history teaching was formally established in 1986. This Society held national conferences on a bi-annual basis. This broadened the pool of possible contributions for the Yesterday & Today Journal (founded in 1981) substantially. Since 1986 it all along remained an uphill struggle to maintain the position of history as an important school subject in the face of a host of negative issues that impacted on history. In short an historical and materialistic time and age had a negative influence on history as a school subject. The uncertainty and new priorities of a new political dispensation were not helpful either. Old prejudices and perceptions around power structures aggravated the tensions. A number of tertiary institutions took the responsibility for organising SASHT conferences. Picture1

Publications


Y&T_14_DEC_2015_FRONTPG

Y&T 14, DEC ISSUE


Y&T_13_JULY_2015_FRONTPG

Y&T_13_JULY 2015


Y&T_12_DEC_2014_FRONTPG

Y&T_12_DEC_2014


Y&T_11_JULY_2014_FRONTPG

Yesterday&Today JournalNo.11JULY2014


Y&T_10_DEC_2013_FRONTPG

Y&T_10_DECEMBER_2013_2

________________________________________________________________________

Y&T_JULY_2013_FRONTP

       Yesterday & Today Journal No.9 JULY 2013 
_______________________________________________________________________
Y&T_DEC_2012_FRONTPG
Yesterday & Today Journal No.8 DEC 2012
_________________________________________________________________________

Yesterday and Today Journal July No7 2012


Yesterday and Today Journal December No6 2011


Yesterday and Today Journal October No5 2010


Yesterday and Today Journal October No4 2009

(PDF Format, 2.2MB)


Yesterday and Today Journal October No3 2008

(PDF Format, 1.8MB)


Yesterday and Today Journal May No2 2008

(PDF Format, 4.8MB)


Yesterday and Today Journal May No1 2007

(PDF Format, 2.1MB)


Yesterday and Today Journal March 2006


CV Prof. Elize van Eeden

Elize

PROF. ELIZE VAN EEDEN
Personal details & qualifications
Concise Curriculum Vitae
Elize S van Eeden (South Africa)

Elize completed the first degree in 1981 (University of Johannesburg South Africa). In 1985 she obtained the BA Honours in History(University of South Africa, Pretoria); the MA in History with distinction (North-West University) with the dissertation titled: Die geskiedenis van die Gatsrand vanaf die vestiging van die Trekkergemeenskap omstreeks 1839 tot die proklamering van Carletonville in 1948 [Directly translated: “The History of the Gatsrand since the settlement of the first Emigrants known as the Trekkers/Voortrekkers up to the proclamation of the town Carletonville”]. Thereafter the PhD was obtained in 1992 with research on: Ekonomiese ontwikkeling en die invloed daarvan op Carletonville, 1948-1988: ’n Historiese studie [Directly translated:”Economic development and its influence on Carletonville in the period 1948-1988”].

Elize started her professional career in 1982 as teacher. In 1986 she made a short appearance as regional researcher at the Potchefstroom Museum. In July 1986 her career as research scientist started at the former Potchefstroom University [The present day North-West University]. In 2000 she was promoted to associate professor. From 2002 she is in employed at the Vaal Triangle Campus of the Northwest University in the School for Basic Sciences and was promoted to full professor in 2009.

From 1985 to 2010 Elize has published widely. These include 60 articles in accredited academic journals; Contributions in various other journals, yearbooks textbooks and the publication of more than 12 local, corporate and general history book publications. Amongst others she wrote the book: “Didactical guidelines for teaching history in a changing South Africa” (1999). In 2008 she was honoured as the most active researcher of the Vaal Triangle Campus and one of the top ten researchers of the North West University. Currently she is involved in funded (NRF and WRC) projects dealing with integrative multidisciplinary research in local ecohealth matters (inclusive of the positioning of the humanities in integrative research). She acts as project coordinator for research in the School of Basic Science.

Elize currently is chairperson of the South African Society for History Teaching and editor of the accredited peer reviewed scientific journals Yesterday and Today and New Contree. She also is an editorial member of three other journals and a member of five history related societies.

CV Prof Henriëtte Lubbe

Riette web

Henriëtte Lubbe lectures in the Department of History at the University of South Africa (Unisa) and is the Review Editor of the African Historical Review. She holds a BA Honours and MA (both obtained with distinction) and is currently working towards a PhD that focuses on cross-cultural interaction and voting behaviour in the Western Cape. She is also a qualified human dynamics facilitator specialising in emotional intelligence training and a South African and Canadian certified water fitness instructor. Her diverse research interests include race relations, voting behaviour, Open Distance Learning (ODL) and the value of water exercise in the rehabilitation and fitness training of athletes. She has presented papers (both in South Africa and overseas) and published academic journal articles in all of these fields. For the past 12 years Henriëtte has also been involved in a community engagement project at Unisa which focuses on practical skills training for History and Social Science teachers.

As the Deputy Chairperson of the SASHT, her vision is to inspire and coordinate the regional representatives of the Society; to assist with the development of the review section of Yesterday & Today; and to support the Chairperson where and when necessary.

SASHT Conference 2012

History conference 2012

SASHT Conference 2012 – Western Cape

What’s the fuss about chocolate

Blowing your own trumpet long version

The Coachman’s Cottage 1

dr visser

Oral history in the classroom

2012 history education in uk and SA

AE Carl-War remembrances-SASHT 4-5 Okt 2012

AFRICAN POLITICAL HISTORY

A sport historical exploration of mission school sport1

babanango

SASHT presentation

06 Carry On

Asimbonanga de Johnny Clegg Savuka – YouTube