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|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.
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: email@example.com
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
Minister of Education,Professor Kader Asmal, gives his views on history, memory and human progress
IT has been said South Africa is a country with much to forget, much pain, much loss, countless mistakes and squandered opportunities, lapses of judgement and fatigue of imagination. We are all bound up in these things. From the earliest instances of human interaction in Southern Africa ±quite as much as anywhere else, but most especially in our last 500 years ± the history of the confluences and conflicts that have formed and reformed society is often so awful we are moved, in the interests of sanity, to neutralise it, to push it into the background.
Yet if there is psychological need to overcome bad memory and move on, which seems a universal human impulse, it is predicated on remembering, or revelation, on history itself. It is the antithesis of amnesia, of the idle forgetfulness of people who lose track of who they are and the opposite of the deliberate forgetting of tyranny that is a denial of truth.
It is precisely our business, the business of history, to overcome forgetfulness, and to interrogate truths, to dare to remember, and to dare to question memory.
The writer Henry Miller was referring to a different kind of seeing when he argued that the role of the artist was to “contribute disillusion” to the world. In the realm of aesthetic perception, he did not mean introducing disappointment to society, but achieving revelation ± by the undoing of what is expected, by the overturning of what is taken for granted.
There is perhaps a lesson for us in Miller’s idea. People are fond of saying that “seeing is believing” to convey the idea that visible evidence is what is needed to banish doubt and affirm conviction. It is, perhaps, the sceptic’s motto, and it has its uses. But in history,seeing and believing are not equal opposites, and neither cancels out the other. After all, we all see differently, and are thus convinced differently.
Indeed, scepticism and conviction are the great and necessary rivals in the making, the writing, and the teaching of history. It is never enough to claim a knowledge of facts, since facts are shaped and revealed by ways of seeing, by the vantage point of the viewer,the availability of a view, and the particular access to it.
Many “facts” ± and certainly the meaning of all “facts” ± are contestable. So, the tension between scepticism and conviction introduces the vital, creative interplay between ways of seeing.Humanness bestows on us a desire to know ± a duty to remember, if you like ± but also a temptation to forget, an inclination and sometimes a need to put things behind us. And it falls to the historian and the teacher of history to negotiate the challenges that remembering and forgetting pose for society. Chinua Achebe in his Steve Biko Memorial lecture at the University of Cape Town last month reminded us of the horror visited upon the imaginative and far-sighted by George Orwell’s novel, 1984. It may be argued that the complete totalitarianism of Orwell’s conception was not any-where realised by the year 1984, yet there were, in the South Africaof the mid-1980s, signs of Orwell’s dreadful vision. Perhaps, at the time, it was not properly recognised by all who lived under it. And the clue to this historical ± and, indeed, moral ± oversight is arguably provided by Orwell himself when he writes in this very novel that “he who controls the present, controls the past, and he who controls the past, controls the future.”
Yet it is not always a weapon available only to the repressive government that seeks by cynical forgery to re-imagine the true nature of its being, the spurious foundation of its own power.
The excellent histories conceived and published even while the authoritarianism intensified were matched by the preservation of memory in myriad ways by countless people who, conceivably,could not read or write, yet were conscious agents in resisting the denial of who they were and what they wished to be. Orthodoxies were challenged, pretenders and self-declared heroes were mocked and brought down to size, neglected narratives were spoken.
Yet, in the minds of many ± and not only the beneficiaries of privilege ± hygienic history that was intended to justify the selective advantage of apartheid and the systematic brutality of which it depended settled like a sediment and hardened into a bedrock of ignorance and bigotry.
What makes this challenging is that too much of history teaching today follows the pattern of the past: rote learning, lack or imagination, lack of excitement and, ultimately, a lack of interest among pupils. We have got to change this. We are committed to restoring the stature of history as a vital subject. But its vitality depends on the manner in which it is taught, the degree to which South Africans are enlivened by it.
As the History and Archaeology Panel has expressed it, “It i snot memory-based repetition that needs to be credited, but rather the skill of knowing and deploying key facts in order to craft an overall historical understanding.” This is the goal we must go after.
In SA there are four more experts in western, white South African and colonial history than there are in black South African history. Among registered professionals in the field, only 10 percent have some expertise in African history ± that is, the history of African countries other than South Africa.
Let us look afresh at the history of our society. We have vital things to say to one another, vital things to discover about ourselves, and there is an inestimable value in that vigorous talk, the disputes among histories.
In this way, history offers an exciting, demanding challenge to young minds especially, but also to the whole of society, to engage consciously in the project of self-discovery and self-realisation.There is no surer basis for self-respect, and thus for tolerance,than a familiarity with history, for in confronting what has made us, we come to know ourselves, we banish illusion, we proceed by assured revelation of our multiple pasts, we confirm where-value lies.