Suchergebnisse

In the early 1970s, the Human Sciences Research Council (HSRC) explored the possibility of establishing a regional history studies section within the Institute for Historical Research (IHR), which was founded in 1969. At the helm as director was a military historian, Commandant C.M. Bakkes. After the institute had been founded, a few young upcoming historians were appointed under his leadership. One of the early appointments was Mr (later Dr) Arie Oberholster. He was expected to be the driving force behind the IHR's planned regional studies section. Because the initiative was only a proposal (although passionately driven) in a still empty vessel, the IHR tasked Oberholster to explore, observe and learn from the international community in Europe and the USA. He did so for three months in 1974. Oberholster's insights, and the efforts of his counterpart Dr C.C. (Callie) Eloff, formed the cornerstone upon which the IHR's Section for Urban and Regional History was based shortly after July 1974. This discussion is in essence a recapitulation of this first formal initiative in South Africa to pioneer research in the field of regional history studies. It reveals how international thinking and doing helped to shape the early leadership's thinking about research in this comprehensive and challenging but exciting field of regional history. It is unfortunate that the IHR and all its activities were closed down in the early 1990s. This action brought constructive regional history studies to a standstill, and ended an initiative which could have flourished in the modern social history of South Africa. It has been suggested that the firm foundation from which regional history studies departed in the former IHR of the HSRC (ideas, planning, research capacity, networking, publication, education and methodology) should be re-instated and continued in a newly created historical institute or regional institute with a much broader and deeper scope of regional history studies than any effort that has been made since the IHR was closed. If this is not done, South Africa will continue to lose valuable historical memory daily among black, white, coloured, Indian and other communities in all the provincial regions of the country. ; http://reference.sabinet.co.za/webx/access/electronic_journals/hist/hist_v59_n1_a7.pdf

Twenty years ago, all South Africans – for the first time – had the privilege to vote on an equal basis for the political party to govern the country in the years to come. It was an extraordinary and a momentous phase in the country's history – a historical milestone indeed. Mr Mandela referred to this occasion as a small miracle. This was undeniably so if one considers that colonial, apartheid, racial and cultural legacies have immensely contributed to divisions, distrust, violence and killings among people of all races and colour. To digestibly capture relics of these memories of reality in a single historical documentary accessible to the ordinary man through the Internet and other media, the producing of Miracle Rising® was and is welcomed in the public domain. To what extent educators of History in South Africa have responded to this documentary since 2012, and have considered using it in History classes, is not known. However, this paper intends to focus on its theoretical and practical value for teaching History that should be embraced in every History class. Teaching Miracle Rising® provides for opportunities to address a very difficult yet jubilant phase in the history of a country so long aspiring for equality and peace. The process leading to South Africa becoming democratic can be regarded as a sensitive topic to teach because of the racist, politically violent and culturally intolerant undertones that occurred decades before the April 1994 election. A maturity with regard to teaching, comprehensive knowledge, as well as an efficient application of teaching skills and assessment techniques will be pivotal in overcoming the moments of sensitivity, especially those captured in Miracle Rising®.

• Opsomming: Die aanbreek van die 21e eeu het ook wêreldwye veranderinge in geskiedenisonderrig getoon. Dit was sigbaar in vele gewysigde of nuwe kurrikula binne veral die verdere onderwys- en opleidingsfase (hoërskole) asook binne die strukture van handboekontwikkeling vir skole. In Suid-Afrika het hierdie tendense saamgeval met 'n tydperk van transformasie in die onderwys sedert veral die oorname van die African National Congress as regerende party vanaf 1994. In die algemeen was die verandering in Suid-Afrika binne alle vlakke van die samelewing op die een of ander wyse geraak deur die woord "internasionaal" of "globaal" . Na sowat 15 jaar van transformasie in Suid-Afrika dus reeds verloop het, is die resultaat ook sigbaar in die veranderinge wat ten opsigte van die geskiedeniskurrikulum deurgesien is, asook die benadering wat gevolg is in skoolhandboeke as die praktiese resultaat hiervan. Die artikel is gestruktureer om aspekte te debatteer wat aanleidend was tot die omvorming van veral die Geskiedeniskurrikulum. Onder meer is polities belaaide gevoelens en persepsies van die dag, die status van empiriese navorsing binne geskiedenisonderrigpraktyke deur akademici sowel as die rol van die intellektuele lui binne die raamwerk van sogenaamde onderwysvooruitgang ook ter sprake. Om meer te fokus op 'n bepaalde aspek binne 'n breë tema soos hierdie rakende "onderwysvooruitgang", is die Graad 12-vlak se hersiene kurrikulum en skoolhandboeke wat onlangs publiseer is as die mikrosnit uitgesonder vir hierdie bespreking. Van die kern gevolgtrekkings oor "onderwysvooruitgang" in Geskiedenis as skoolvak is dat die hersiene Graad 12 kurrikulum van Suid- Afrika ook nie daarin kon slaag om vlekkeloos te wees van i) die politieke sentimente van die dag nie en nog minder van die dominante leierskap en mag van die Regering binne die kurrikulumveranderinge. ii) Voorts ook is onderwysvooruitgang (metodologie en globale/internasionale tendense) wel heel sigbaar in die kurrikuluminhoud verdiskonteer maar nie noodwendig effektief of korrek benader nie. iii) Verder nog blyk dit dat empiriese navorsing en in-diepte-waarnemings deur tersiêre navorsingsinstansies rakende die mees sinvolle hersiening van inhoude om die klaskamerpraktyk in geskiedenis te verbeter sowel as die inhoude van handboeke tot 'n hoër kwaliteit te laat ontwikkel, ietwat skipbreuk gelei het as gevolg van etlike redes. Ten opsigte van die Suid-Afrikaanse konteks, sal hierdie probleme en/of leemtes in die nabye toekoms meer sigbaar moet verbeter, anders is die meeste navorsing met die oog op vooruitgang gedoem tot 'n waardeloosheid.

The early twenty-first century evidenced a worldwide change in History teaching through the means of several revised History curricula in the further education and training (FET) phase (high schools) and the developments of textbooks as a result of this. In South Africa, these trends have coincided with a period of educational transformation since the African National Congress took over as the leading political party in 1994. After close to 15 years, the transformational outcome also marked a change in the approach to History in the school curriculum and textbooks. This paper is structured to concisely debate globalisation and national narratives as foci in South Africa's revised History curriculum within current transcontinental reflections in history teaching. The implementation of these aspects in the revised South African History curriculum in the FET phase for specifically the Grade 12 level regarding textbook writing is only shortly discussed, accentuated, and critically analysed.

Die artikel handel in wese oor 'n histories-kontemporêre waardering van die rol van nie-regeringsorganisasies (NRO's) binne 'n demokraties-gerigte proses van omgewingsbestuur in veral die Merafong-studiegebied. Fasette wat uit die bespreking na vore kom, is: i) dat hierdie groep se deelnemerskap in die gebied eers gedurende die negentigerjare momentum gekry het, ii) dat dit beperk was tot aktiwiteite van veral "whistle-blowing" van individue, met geen gekonsolideerde poging om die primêre omgewingsdeelnemers in die Merafong-gebied as die omgewingsbesoedelaars vas te vat nie, iii) dat solank as wat NRO's se bestaan van die besoedelaar se fondse afhang, daar weinig konstruktiewe vordering in omgewingsremediëring sal wees, en iv) dat NRO's se omgewingstem in die 21e eeu wel meer gewig sal dra, onder andere as gevolg van die groter erkenning wat menseregte en 'n druk vir toepassing van nuut-ontwikkelde omgewingswetgewing geniet as enige tyd in die verlede.

For at least the past 180 years the Merafong Municipal region in the Gauteng Province of South Africa, (of which the Wonderfontein Catchment forms a part) has strongly relied on the primary sector for its economic existence and development. In the process some human actions, also related to serious water contamination/pollution, have resulted in phases of constructions1 as well as economic and health destructions. Differences over whose environment and whose nature it is spontaneously developed, with sometimes less friendly outcomes. The 'end result' up to 2006 is a complicated scenario experience, similar to that of many other regions or local areas, but also very unique and somewhat frightening. The long term focus of this article is to exchange knowledge2 on the region with the objective to contribute towards creating a sustainable nvironment by ensuring closer co-operation between the various economic active cultures operating or functioning in the Merafong municipal region. In this article four aspects are covered.

Om die waarde van Geskiedenis as vak te bespreek, is so oud soos die akademie self. As die waarde van Geskiedenis egter beoordeel sou word teen die agtergrond van 'n veranderende samelewing (bv. interdissiplinêr gedrewe beroepseise, die gemaklikheid van inligtingonttrekking dmv moderne tegnologie en 'n groter begrip vir kultuurgroepe in die wêreld oor beskikbare kommunikasiemoontlikhede afstand laat "krimp" het) dan behoort die fokus ten opsigte van Geskiedenis – veral as skoolvak – ook andersoortig gemotiveer te word. In onderrigprosesse in die verlede het politieke en, dikwels, eensydige vaderlandsgeskiedenis voorkeur in Geskiedenisonderrig geniet. Hierdie beeld is totaal strydig met die resente navorsingsfokus van Geskiedenis as dissipline wat veel interdissiplinêr neig. Gevolglik is met hierdie artikel beoog om juis dié neiging te verdiskonteer en 'n andersoortige motiveringsvoorstel vir 'n leerprogram aan te bied. As agtergrond vir die voorstel is die volgende fasette ook oorsigtelik aangeraak: i) huidige persepsies van vakdidaktici in Geskiedenis en tersiêre tendense m.b.t. studentegetalle ii) 'n Geheueverfrisser voor te hou van die waarde en plek van Geskiedenis vanuit 'n akademiese perspektief iii) Drie "impressionistiese" scenarios van Geskiedenisonderrig voor te hou vanuit 'n eie belewenis met die vak/dissipline iv) Geskiedenis se interdissiplinêre sterkte vanuit moontlike kurrikulum/leerprograminhoude te debatteer en v) 'n Motiveringsvoorstel vir 'n geskiedenisgerigte leerprogram (dus sou gesê kon word: "praktiese" geskiedenis) aan te bied. Die bedoeling hiermee is geensins om Geskiedenis as regmatige vak/dissipline te vervang nie maar om 'n bykomstige geleentheid binne die opvoedingsproses te skep waarin Geskiedenis se waarde meer in die praktyk gekomplimenteer word.

Pressure on water is, of course, inversely proportional to population growth and the concomitant expansion of agriculture, commerce and industry. Put simply - a growing population imposes ever greater demands on limited water resources. South Africa's early industrialisation saw a concerted effort by the various governments to develop the Witwatersrand. This process went ahead with little consideration being given to the provision of water, beyond the immediate needs of the population at that time. This shortsightedness is now having a dramatic effect on some communities. One such community is Carltonville. The discovery and exploitation of goldmines was to exert pressure on the natural resources of this region. The over-exploitation of alluvial water by the mines led to the existing situation of sinkholes, contaminated water supplies and a threatened agriculture.

The history of the Bekkersdal Township on the Far West Rand, located in the Westonaria Municipal region, as it is known since 2015, dates back to the post-World War II years when the township was formally established in 1949. After 65 years of existence, and inclusive of an extended informal surrounding township, the still expanding informal settlements currently challenge local infrastructural initiatives to their limits. News reports of dissatisfaction about service delivery and a politicising of perceived frustrations regarding service delivery – like those at Bekkersdal – appear to ignore the history of the region all too easily. As a consequence, it allows for expressing reality only halfway, which may sometimes cause it to be transformed into fiction of which a nagging narrative repeats itself continually, yet with no progress or turn in sight. By means of archival research, open interviews and a thorough reflection on newspaper reports, the authors aim to reflect on the history of Bekkersdal against the background of this statement. Aspects of the service delivery history of Bekkersdal will be highlighted and related to the political focus, politics and a politicising of the day. Bekkersdal's history will also be touched upon against the backdrop of the gold mining developments in the region in the heyday of apartheid. It will also be pointed out that, even in 2015, the region is still very much in a colonial mode as far as land occupation and limitations in local government empowerment within a central government authority are concerned.

The history of the Bekkersdal Township on the Far West Rand, located in the Westonaria Municipal region, as it is known since 2015, dates back to the post-World War II years when the township was formally established in 1949. After 65 years of existence, and inclusive of an extended informal surrounding township, the still expanding informal settlements currently challenge local infrastructural initiatives to their limits. News reports of dissatisfaction about service delivery and a politicising of perceived frustrations regarding service delivery - like those at Bekkersdal - appear to ignore the history of the region all too easily. As a consequence, it allows for expressing reality only halfway, which may sometimes cause it to be transformed into fiction of which a nagging narrative repeats itself continually, yet with no progress or turn in sight. By means of archival research, open interviews and a thorough reflection on newspaper reports, the authors aim to reflect on the history of Bekkersdal against the background of this statement. Aspects of the service delivery history of Bekkersdal will be highlighted and related to the political focus, politics and a politicising of the day. Bekkersdal's history will also be touched upon against the backdrop of the gold mining developments in the region in the heyday of apartheid. It will also be pointed out that, even in 2015, the region is still very much in a colonial mode as far as land occupation and limitations in local government empowerment within a central government authority are concerned.

Aspects of a Christian perspective on some facets of History as a discipline and its practice in a changing South Africa Within the framework and dynamics of a currently changing South Africa, not only History as a practised discipline hul historians too - especially Christian historians are increasingly criticised from various quarters and/or faced with totally new obstacles and questions. Although criticism in this sense constitutes nothing new perse, the f undamental character of changes sweeping the country (e.g. democratization, nation building, truth and reconciliation, societal restructuring) and the historio-political legacy of the recent past, re-accentuated the criticism that South African historiography has consistently proved to be subservient of a political ideology. The objectives of this article are to highlight some former historical trends and current tendencies in Christian perspectives of the past and to discuss the question of how Christian historians and Christian History teachers can interact in a responsible and careful way with their subject by avoiding misrepresenting the truth and of becoming (again?) the servants of just another ideology.

Mining and, especially, gold and uranium mining have played a major role in the economy, history, and demography of South Africa. The contribution of the mines to the economy of South Africa over the past century has been overvalued, while the social injustices and negative environmental impacts that accompanied mining have been underplayed or ignored by the mining houses and government. The environmental situation has worsened significantly over the past few years due to the abandonment and pending closure of most of these mines. A reluctance is perceived on the part of the mining companies, and even government, to take responsibility for the damage caused by pollution, ecological degradation, and impact on human health by mining. Instead, the current informal policy appears to take smaller companies to court on minor environmental injustices to, perhaps, impress the broader public, while one of the biggest environmental concerns is stylishly treated. The inability of government to address the damage by mines effectively is in conflict with the National Water Act, the National Environmental Management Act, the Mineral and Petroleum Resources Act, the National Nuclear Regulator Act, and the Constitution of South Africa. The authors propose a multidisciplinary approach to address water-related environmental injustices on the West Rand and Far West Rand. We also describe the application of the National Environmental Management Act of South Africa (Act No. 107 of 1998) in the Wonderfonteinspruit and Tweelopiespruit Catchments and the current water quality situation.

• Summary: Over the past decades many countries experimented with the Outcomes-Based Education (OBE) model. OBE was often accepted as a curriculum alternative when international curriculum transformation took place in various parts of the world. One possible reason for adopting and phasing in an OBE-approach may be attributed to the fact that the traditional curriculum did not meet the demands of a post-modernist world. The twofold purpose of this article is firstly, to offer a synoptic international-historical perspective on the establishment and course of implementation of OBE in four of the foremost implementers thereof, namely the USA, England, Australia and New Zealand and secondly, to focus on the influence of OBE on the teaching and learning of History in these countries. In a follow-up article (as Part 2), the particular influence that these international OBE History curriculum frameworks had on the teaching and learning of History in South Africa, will be investigated. Furthermore the general impact that OBE had on History education in South Africa, will be examined. One of the main conclusions with respect to this article is that, to a great extent, patterns of parallel similarities exist regarding the origin, establishment and impact of the OBE-model in all the countries discussed. For example, the quality of traditional education curricula had been questioned in most of these countries when doubt manifested in the ruling parties about the ability of the country to hold its own within a globally competitive economy. To ensure economic superiority a more competent and well trained labour force was considered as indispensable. Education was considered the key to economic growth and it thus had to develop certain knowledge, competencies and skills in learners in order for them to be able to think and act in a creative and problem-solving manner. During the initial implementation phase of the OBE-curriculum there were also more visible similarities than differences among the above-mentioned countries. The idea of curriculum transformation was an acceptable education practice for most educators. Common implementation obstacles were also experienced by most educators. For example, the excessive emphasis on learning outcomes contributed to cumbrous, time consuming and complicated assessment practices. This greatly increased the workload of the educator who tried to implement the OBE-model despite a lack of both adequate in-service training and quality teaching and learning support material. Strong centralised government interference was another common denominator in most of the countries where OBE had been introduced and this posed a particular threat to the autonomy and future of History in the school curriculum.

• Summary: Over the past decades many countries experimented with the Outcomes-Based Education (OBE) model. OBE was often accepted as a curriculum alternative when international curriculum transformation took place in various parts of the world. One possible reason for adopting and phasing in an OBE-approach may be attributed to the fact that the traditional curriculum did not meet the demands of a post-modernist world. The twofold purpose of this article is firstly, to offer a synoptic international-historical perspective on the establishment and course of implementation of OBE in four of the foremost implementers thereof, namely the USA, England, Australia and New Zealand and secondly, to focus on the influence of OBE on the teaching and learning of History in these countries. In a follow-up article (as Part 2), the particular influence that these international OBE History curriculum frameworks had on the teaching and learning of History in South Africa, will be investigated. Furthermore the general impact that OBE had on History education in South Africa, will be examined. One of the main conclusions with respect to this article is that, to a great extent, patterns of parallel similarities exist regarding the origin, establishment and impact of the OBE-model in all the countries discussed. For example, the quality of traditional education curricula had been questioned in most of these countries when doubt manifested in the ruling parties about the ability of the country to hold its own within a globally competitive economy. To ensure economic superiority a more competent and well trained labour force was considered as indispensable. Education was considered the key to economic growth and it thus had to develop certain knowledge, competencies and skills in learners in order for them to be able to think and act in a creative and problem-solving manner. During the initial implementation phase of the OBE-curriculum there were also more visible similarities than differences among the above-mentioned countries. The idea of curriculum transformation was an acceptable education practice for most educators. Common implementation obstacles were also experienced by most educators. For example, the excessive emphasis on learning outcomes contributed to cumbrous, time consuming and complicated assessment practices. This greatly increased the workload of the educator who tried to implement the OBE-model despite a lack of both adequate in-service training and quality teaching and learning support material. Strong centralised government interference was another common denominator in most of the countries where OBE had been introduced and this posed a particular threat to the autonomy and future of History in the school curriculum.

Mining and, especially, gold and uranium mining have played a major role in the economy, history, and demography of South Africa. The contribution of the mines to the economy of South Africa over the past century has been overvalued, while the social injustices and negative environmental impacts that accompanied mining have been underplayed or ignored by the mining houses and government. The environmental situation has worsened significantly over the past few years due to the abandonment and pending closure of most of these mines. A reluctance is perceived on the part of the mining companies, and even government, to take responsibility for the damage caused by pollution, ecological degradation, and impact on human health by mining. Instead, the current informal policy appears to take smaller companies to court on minor environmental injustices to, perhaps, impress the broader public, while one of the biggest environmental concerns is stylishly treated. The inability of government to address the damage by mines effectively is in conflict with the National Water Act, the National Environmental Management Act, the Mineral and Petroleum Resources Act, the National Nuclear Regulator Act, and the Constitution of South Africa. The authors propose a multidisciplinary approach to address water-related environmental injustices on the West Rand and Far West Rand. We also describe the application of the National Environmental Management Act of South Africa (Act No. 107 of 1998) in the Wonderfonteinspruit and Tweelopiespruit Catchments and the current water quality situation. ; https://doi.org/10.4102/td.v5i1.148