And here…. ladies and gentlemen …. is the draft programme for the History conference taking place from 13 to 15 September. Please have a good look to see which of the sections has a special interest for you!!
2017 INTERNATIONAL HISTORY CONFERENCE!!
Here are many of the interesting, informative and sometimes controversial presentations from the 2016 conference!
Now that we have a short break away from the classroom/lecture hall, perhaps this is a good time to reflect on them.
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!!
Link to our Facebook Page
Remember to vote for the new executive team! Closing date 6 September 2017. If you have not received an election link via e-mail, contact Elize.VanEeden@nwu.ac.za. Applies only to SASHT members with paid-up membership for 2016-2017.
Were you at the 2016 Conference? NO? Not a problem – have a look at our Conference page and see most of the presentations that were given as well as a few photographs at the Conference. Enjoy!!
Yesterday and Today
The latest news after a meeting in connection with History as a compulsory subject! Have a look below…
From the table of the SASHT Executive
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.
A fresh look at the Constitution of the society – in case you have not seen it!
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/
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.
Name: Susanna Jacoba (Susan)
Address: 22 Villa Seville, Bach Straat, Van der Hoffpark,
Contact numbers: (018) 2907256 0822938709
E-mail address: firstname.lastname@example.org
ID-number: 570 610 0047080
Date of birth: 10 June 1957
Marital status: Single
Nationality: South African
School: High School Schweizer-Reneke
Subjects: Afrikaans, English, Mathematics,
Mathematics, Biology, Accounting
Potchefstroomse Onderwys Kollege / Potchefstroom Teachers College (POK)
Year: January 1977-December 1980
Media User Guidance
Noordwes-Universiteit / North-West University
Hoofvakke / Majors
Qualification: BA Honours Degree
Titel / Title:
Die ontstaan en ontwikkeling van plaaslike bestuursstrukture en die ontplooiing daarvan in Ipelegeng naby Scheizer-Reneke.
Qualification: MA Degree
Titel / Title:
Ipelegeng, 1918-1994: van plakkerskamp tot dorpsgrond: ’n Historiese studie.
Qualification: Ph.D Degree
Titel / Title:
Die ontwikkeling en invloed van die Elektrotegniese Aannemersvereniging in die Suid Afrikaanse Ekonomie 1948-2000.
Presented a paper during the 16th biennial conference of the South African Historical Society
Titel / Title:
Voorvalle in die hantering van grondbesit en landelike vestiging in die Schweizer Reneke gebied, 1918-1966.
Presented a paper during the annual conference of the South African Society of History Teaching (SASHT) (2009)
Titel / Title:
Research framework for the development and evaluation of educational DVD’s and Wed-based multimedia clips for Grade 8 and 9 History.
Presented a paper during the 26th South African Society for History Teaching
2012 Annual Conference.
Titel / Title:
Collecting and organising the multimedia components for the development of educational DVDS and multimedia clips for grade 10 history: the French revolution – some practical guidelines
BESTER, S.J & VAN EEDEN, E.S., 1999, “Grondregte in die proses van dorpsontwikkeling vir swartes in die Schweizer-Reneke gebied tot 1962”, Historia, 44(2) November 1999.
BESTER, S.J., ELS, C.J. &, BLIGNAUT, S., 2009, “Research framework for the Development and Evaluation of Educational DVDs and Web-Based Multi-Media Clips for Grade 8 and 9 History”, Yesterday & Today, 4 October 2009.
BESTER S.J. & KRUGER, C.J., 2008, Die grondproblematiek in Suid Afrika: ‘n histo-geopolitieke oorsig.
Noordwes Universiteit (Fakulteit Opvoedingswetenskappe) /
North-West University (Faculty of Educational Science)
Teaching first, second, third and fourth year undergraduate History modules.
Development of study guides
Collect archival material and put the collections on the database of the achieve of the Northwest University.
Project leader: Development and compiling of the Education Museum (North-West University)
Part of the workshop to formulate new module outcomes according to the new CAPS document (Curriculum and Assessment Policy for the BEd/PGCE programmes and planning of the programmes in the subject group: History.
Currently I am, in collaboration with the development team of d-Media, busy developing an interactive DVD about the French Revolution for Grade 10s.
Open Learning Group Academy
Facilitation and Marking and Moderation of examination papers
DVD and Multimedia evaluation
Mapungubwe – more than just a research & heritage site
Date of Birth: 17th March 1976
University of Kwa-Zulu Natal (UKZN)
Master of Education (MEd)
Bachelor of Education (BEd) Honours passed summa cum laude
Postgraduate Certificate in Education (PGCE) with distinction
History Teaching, Technology, Life Orientation
University of Zimbabwe
Bachelor of Arts (BA) General
History, Economic History, Archaeology
Hartzell High School
GCE Advanced Level
History, Shona, Geography, General Paper (English Language and Communication)
Hartzell High School
GCE Ordinary Level
History, English, Shona, Geography, Mathematics, General Science, Physical Science, Biology, Agriculture
WORK EXPERIENCE AND RESPONSIBILITIES
Year Organization Position/Responsibilities
2008-present UKZN Lecturing/Module co-ordination
History Method 1
History Method 2
History for Educators 220
History for Educators 310
History Teaching (PGCE)
Teaching for Historical Literacy (Honours)
Independent Research (Honours)
MEd History Education
English Language Course
Academic Literacy in English
1998-2007 Donain/Chinaa Secondary Schools Teaching
Teacher – History, English
Head of Department – History
Acting Deputy Headmaster
SKILLS/COMPETENCIES ACQUIRED THROUGH MY EXPERIENCES
- Teaching, facilitating and remedial work
- Research/analytical thinking/writing skills
- Computer literacy
- Planning and facilitating meetings and discussions for organizations
- Organizing events
- Adapting to situations and achieving goals under pressure
- A Zimbabwean view of the FET History Curriculum presented at UKZN Edgewood Campus at the South African Society for History Teaching Conference (21-22 September 2007)
- The depiction of the nineteenth and twentieth century migration in Africa in selected Ordinary Level Zimbabwean History textbooks presented at the Education Association of South Africa (EASA) Conference (13-16 January 2009).
- Theorising historical literacy presented with Johan Wassermann at ‘Longing for the Present: the History of History Education and the Temptations of Modernity’ (Leuven, Belgium, 18-20 August, 2010).
- Conceptualising African scholarship presented with BR Mngomezulu at the School of Social Science Education research seminar, Faculty of Education, UKZN Edgewood (2010).
- History textbooks and their construction of an African consciousness presented South African Society for History Teaching Conference (Pretoria, South Africa, 23-24 September 2011)
- Maposa, MT (2008). Can PowerPoint enable History learners to “do History?” Yesterday & Today 1.
- Maposa, MT (2009). The depiction of migration in Africa in selected Ordinary Level Zimbabwean History textbooks (accepted for publication) – EASA Conference proceedings
- Maposa, MT (2011). A loud silence: the history of funeral dress among the Ndau of Zimbabwe. In C. Mitchell (ed). Was it something I wore? HSRC.
- Maposa, MT & Wassermann, J (2009). Theorising historical literacy. Yesterday & Today 2.
- Maposa, MT & Mngomezulu, B (2011). Ethnicity and political power in Africa. International Political Science Review (Under peer review).
- Maposa, MT & Wassermann, J (2012). Historical literacy in a context of Patriotic History: an analysis of Zimbabwean History textbooks. African Education Review (under peer review).
- Maposa, MT & Mngomezulu, BR. Conceptualising African scholarship (awaiting journal review).
- Maposa, MT “Third Chimurenga” and history education in Zimbabwe. History wars (Book chapter under review)