- Fullard , M. 1990 . “Transforming the Cutting Edge: Report on the People's History Programme, University of the Western Cape, 1987–1989,' . Perspectives in Education , 12 ( 1 ) : 103 – 108 . See A. Odendaal, 'Developments in Popular History in the Western Cape in the 1980s', Radical History Review, 46/7 (Winter 1990), 368–76
- Cohen , D. W. 1994 . The Combing of History Chicago See, among others, (M. Frisch, A Shared Authority: Essays on the Craft and Meaning of Oral History (New York, 1990);R. Grele, Envelopes of Sound (New York, 1991);L. Passerini, ‘Italian Working Class Culture between the Wars: Consensus to Fascism and Work Ideology’, International Journal of Oral History 1, 1 (1980), 4–27;A. Portelli, The Death ofLuigi Trastulli and Other Stories (New York, 1991);E. Tonkin, Narrating Our Pasts: The Social Construction of Oral History (Cambridge, 1992). See also International Journal of Oral History Oral History.
- Fullard . ‘Transforming the Cutting Edge’ 103 – 4 .
- Although a publication programme never got off the ground, several history ‘open days' were organised. In some respects these events ran along similar lines to the Wits History Workshop Popular History Days and drew on a range of different formats and presentations–videos, oral history panels, displays, lectures, plays, and so on. Student work was also popularised in an attempt to extend beyond the boundaries of the classroom and to ‘give back' histories to communities. Student assistants also worked with a number of school teachers on small localised projects
- lecturing staff ‘paired’ with tutors to monitor marking;In 1987, PHP counted for 50% of the student's year mark. This mark was broken down into attendance, participation and a more sizeable project mark. In 1988, PHP's contribution to the year mark was reduced to 30%. This was directly owing to concerns around high marks for the PHP component which were seen to be responsible for an unusually high pass rate and a consequent swelling of numbers in History II and III. These concerns were exacerbated by the fact that projects were collectively done and that student tutors were responsible for marking projects and thus ultimately for determining whether a student passed or failed. Further, attendance and participation marks were dropped;and groups were required to fill in forms clearly stating each individual's contribution to the project. Despite these efforts, marks tended to remain high and lecturing staff appeared unable (and sometimes unwilling) to develop criteria in an unfamiliar situation. By 1991, we assumed responsibility for all marking
- PHP and PHP . 1990 . 5 – 5 . ‘Draft Discussion Document’. See also, ‘Report on People's History Project: Evaluation of 1987 and Proposals for 1988’,4
- ERIP and ERIC . 1987 . People's Education Reader Cape Town See, for example, circa;G. Kruss, Peoples Education: An Examination of the Concept (Cape Town, 1988);People's History Reader (Cape Town, n.d.);for examples from other countries, see R. Gray, ‘“Khalai-Khalai”: People's History in Mozambique’, History Workshop, 14 (1982);S. Linquist, ‘Dig Where You Stand’, in P. Thompson, ed., Our Common History: The Transformation of Europe (Atlantic Highlands, 1982)
- Bozzoli , B. ‘Intellectuals, Audiences and Histories: South African Experiences, 1978–1988’ For this representation of people's history, see C. Bundy, ‘An Image of its Own Past? Towards a Comparison of American and South African Historiography’;;L. Callinicos, ‘Popular History in the Eighties';L. Witz, ‘The Write Your Own History Project', all in Radical History Review, 46/7 (Winter 1990). For a discussion of how this representation works, see N. Rousseau, ‘Popular History in South Africa in the 1980s: The Politics of Production’ (MA thesis, University of the Western Cape, 1994)
- Bloch , G. 1987 . ‘Popularising History: Some Reflections and Experiences' (Paper presented to Wits History Workshop conference ‘The Making of Class' Johannesburg
- PHP documents , PHP Weekend Away Notes and PHP documents . 1987 . ‘People's History Programme, History Department, University of the Western Cape’ funding document, 1988;For a discussion of this in relation to perspectives on transformation, see, for example, ‘Report of People's History. ‘;‘', n.d. In relation to issues of democratisation of historical knowledge, see the above-mentioned funding document and PHP ‘Draft Discussion Document’ (1990). Similar issues are raised in relation to student assistants and training–see, for example, ‘Report of People's History. 1987’; ‘Assessment: People's History Programme, 1988’ Rough transcript of discussion on People's History at UWC (1989);and Fullard et at, ‘Transforming the Cutting Edge’. Issues of size and scale run through all assessment and funding documents, but see particularly ‘Assessment. 1988’;Fullard et al, ‘Transforming the Cutting Edge’;‘PHP: Draft Discussion Document: April 1991’. Issues of quality similarly run through all of the above documents but see particularly, ‘Draft Discussion Document’ (1990)
- PHP . 1990 . ‘Draft Discussion Document’ 14 The comment on teachers reflects on the fact that most of our graduates–particularly at that stage–would be teacher trainees. The reference to 'superficial' would not have been a general one and raises an interesting set of tensions and differences within PHP itself
- Tosh , J. 1992 . The Pursuit of History 214 – 15 . London (ed.)
- Here again we should note that this attempt at definition ran across different understandings within and between ourselves
- 1990 . Draft Discussion 6 – 7 . See'' Much of the early documentation on people's education spoke of education as process, involving ongoing and conscious process of reflection, reassessment and revision: see, for example, G. Kruss, People's Education: An Examination of the Concept (Cape Town, 1988
- This meant that unintentionally, ‘distance’ and a realist mode of representing the past became the dominant expectation and model of good serious history, while the need to treat and reference sources in a balanced and embrasive manner silenced the more personal, political and Active modes of engaging a range of possible pasts
- Evans , I. 1991 . ‘The Racial Question and Intellectual Production in South Africa’ . UWCADE FORUM , 1 This issue was put on the agenda by a paper presented by a sociology colleague to a major policy conference on education held at Essex in 1989 and was taken up in a variety of ways at UWC. See For further discussion on this paper, see J. Jansen, “The Racial Question and Intellectual Production in South Africa: A Critical Response', Perspectives in Education 12, 2 (1991)
- PHP . ‘Peoples History Programme: Report to the Swiss Embassy for the period November 1991 to June 1992’, 6
- its feasibility;Thus students were required to address the following concerns: aims and significance of their project;identifying gaps and contextualising in relation to wider issues;a literature review;providing a theoretical and conceptual framework;linking theory with practical research;and appropriate referencing and bibliographic technique. See PHP document ‘PHPIII: Guide to Writing a Project Proposal: 1990’
- PHP . ‘Report to the Swiss Embassy for the period 1991’, 3
- PHP . ‘: Draft Discussion Document April 1991’, 1–2. See also the ‘PHP 1990 Report’ and the ‘PHP: Report to the Swiss Embassy for the Period November 1991 to June 1992’
- It may seem to some that these constant changes and shifts represent a somewhat arbitrary process where students have, to put it baldly, been used as guinea pigs. It needs to be noted that the broad framework within which we worked remained relatively stable and constant and that changes and shifts were always closely tied to an extensive evaluative process which involved students, tutors and staff. It needs also to be stressed that it was largely PHP that initiated and ‘pilotted’ tutorial work where it had previously been seen as impossible because of the size of the department. The same point can be made in relation to tutor training
- PHP . April 1991 . April , ‘: Draft Discussion Document: ‘, 3
- The Honours programme at UWC has both full-time and part-time students. Most of the parttime students are teachers and the department is presently structuring an option for those students
- Field , S. July 1993 . July , S. Field, ‘From the “Peaceful Past” to the “Violent Present”: Memories and Identities in a South African Township’ (Seminar paper presented to the International Conference of Oral History, Columbia, Oct. 1994);See footnote 2 for general oral history readings. For an interesting South African application, see “Telling Stories”: Interpreting Identities from Oral Narratives', (Seminar paper presented to the Centre for African Studies, University of Cape Town,;G. Minkiey, ‘Oral History in South Africa: A Country Report’ (Seminar paper presented to the International Conference of Oral History, Columbia, Oct. 1994). On issues of memory, orality and literacy, see, for example, R. Finnegan, Literacy and Orality: Studies in the Technology of Communication (Oxford, 1988);I. Hofmeyr, ‘We Spend our Years as a Tale that is Told’: Oral Historical Narrative in a South African Chiefdom (Johannesburg, 1994);J. Guy, ‘Literacy and Literature’, in E. Sienaert, Oral Tradition and Innovation: New Wine in Old Bottles (Durban, 1991);J. Guy, ‘Making Words Visible: Aspects of Orality, Literacy, Illiteracy and History in Southern Africa’, South African HistoricalJournal, 31 (Nov. 1994), 3–27;L. Vail and L. White, Power and the Praise Poem: Southern African Voices in History (Virginia, 1991). For a concise and useful overview on issues of memory, orality and literacy in South Africa, see I. Hofmeyr, 'Reading Oral Texts: New Methodological Directions' (Seminar paper presented to the Institute for Historical Research and the Department of History, University of the Western Cape, Bellville, Oct. 1995)
- Greenstein , R. 1995 . ‘Rethinking the Colonial Process: The Role of Indigenous Capacities in Comparative Historical Enquiry’ and ‘History, Historiography and the Production of Knowledge’, both in . South African HistoricalJournal , 32 May : 114 – 32 . In addition to Hofmeyr, see and 217–32;C. Hamilton, ‘Authoring Shaka: Models, Metaphors and Historiography’ (PhD thesis, Johns Hopkins, 1993);C. Hamilton and J. Wright, 'Making Precolonial Histories in South Africa: Past Trends and Present Debates' (Paper presented to the South African Historical Society conference, Grahamstown, July 1995)
- Chakrabarty , D. 1992 . “ ‘Postcoloniality and the Artifice of History: Who Speaks for “Indian” Pasts?’ ” . In Representations 19 37 (Winter
- Tosh . The Pursuit of History 71 The end result of these ‘taxing’ and ‘technical’ procedures has been more critically described thus: ‘[A set of skills] that are often learned or acquired unconsciously: the autocratic author who hides his control over the text behind the third person singular, the chronological unfolding of the story that creates the illusion of a natural, temporal development;the lifelike and detailed descriptions of how it really was (supported by photographs and lengthy quotes), frequent references to “original” sources stripped of factual inaccuracy and other “fictions”;and even the use of the preterite. Similarly, a totalising metaphor that provides a cluster of events with an intellectual essence (such as the “Middle Ages”, “the Renaissance”, or “the Mfecane”).’
- de Certeau , M. 1988 . The Writing of History 63 – 4 . New York
- White , H. 1984 . “Ilie Question of Narrative in Contemporary Historical Theory' . History and Theory , 23 ( 1 ) : 1 – 33 .
- Bloch , G. 1988 . “ ‘Organisation as Education: The Struggles in Western Cape Schools 1986–1988’ ” . In Education in the Eighties: Proceedings of the Kenton Conference 1988 Edited by: Abrahams , S. Cape Town This debate centred on the nature of student struggles in the mid-1980s: in, ed.,(C. Bundy, ‘“Action, Comrades, Action”: The Politics of Youth-Student Resistance in the Western Cape, 1985’, in W.G. James and M. Simons, eds, The Angry Divide (Cape Town, 1989)
- LaCapra , D. 1985 . History and Criticism Ithaca The term is LaCapra's: see
- Hamilton , C. 1990 . ‘Academics and the Craft of Writing Popular History’ . Perspectives in Education , 12 ( 1 ) : 125 – 8 . An exception to this is the paper by P. Bonner and I. Hofmeyr at the 1990 Wits History Workshop. For a useful summary that extends these issues, see
- Frequently the process happened the other way around, but because the state did not intervene, it happened in quite differing ways
- Zemon Davis , N. and Stam , R. 1989 . “ ‘Introduction to Special Issue on Memory and Counter-Memory’ ” . In Representations 4 – 5 . 26 (Spring
- Is this very far from Dipesh Chakrabarty's view that the subject of ‘Indian’ history is ‘always a figure of lack’? ‘There was always. room in this story for characters who embodied, on behalf of the native, the theme of “inadequacy” or “failure”’: Chakrabarty, ‘Who Speaks for “Indian” Pasts?’, 6
- Keith , M. and Pile , S. 1993 . “ ‘Introduction: The Place of Polities' ” . In Place and the Politics of Identity Edited by: Keith , M. and Pile , S. 34 London
- Nuttall , T. and Wright , J. July 1995 . ‘Unravelling Pasts and Challenges to the Academy: Reflections on Teaching a South African Postgraduate History Course in the 1990s' July , For a fascinating and useful reflection on an attempt to do precisely this, see (Paper presented to the South African Historical Society conference, Grahamstown
- Kramer-Dahl , A. 1995 . ‘Reading and Writing Against the Grain of Academic Discourse’ . Discourse , 16 ( 1 ) : 21 – 38 . For a useful discussion of some of these issues, see
- Rosaldo , R. The Combing of History Edited by: Cohen , D. W. 21 in
- Cohen . The Combing of History 4
- Jenkins , K. 1991 . Re-thinking History 25 – 6 . London
- Hofmeyr , I. ‘Reading Oral Texts' 6
South African Historical Journal
Volume 34, 1996 - Issue 1