- Witz , Leslie . The lecture-debates were introduced in 1993 by the first-semester co-ordinator, Since 1994, Premesh Lalu, as co-ordinator of the first semester, has continued the experiment. Carohn Cornell has worked with first-year lecturers since mid 1992 on the planning and evaluation of the course. Since 1993, the debates have also been a feature of the second-semester course co-ordinated by Dr Sue Newton-King
- Cornell , C. and Witz , L. 1994 . “ ‘The Debate Continues: Critical Perspectives on the Development of the History 1 Curriculum at the University of the Western Cape’ ” . In AD Dialogues Edited by: Walker , M. 97 – 102 . For a full account, see in, ed., 2 (Bellville
- In 1995, almost 1 200 students registered for History 1. Students are allocated to four separate lecture classes and three lecturers teach each semester course. The shortage of equipment (microphones, video machines, library materials) adds to the difficulty of teaching large classes
- UWC's student population is mainly black. Established as an exclusively ‘coloured’ university in 1962 as part of the National Party government's grand plan for segregated education, it is now an open-admissions university
- Kraak , A. 1994 . ‘Towards a New Qualification Structure for University Education in South Africa’ This is not to argue that academic induction should be seen as the sole responsibility of first-year lecturers. For discussion of foundation courses and flexible degree structures, see (Paper, Academic Planning Unit, University of the Western Cape,. A session at the South African Association for Academic Development conference in 1993 focused on very different approaches to induction in first-year history and political science. See, for instance, the papers of W. Annecke of the University of Natal, Durban, ‘The New History Course: Introduction to Historical Studies' and L. Hassim and R. Lawrence of the University of Natal, Pietermaritzburg, ‘An Holistic Approach to Education Development in Political Science'
- See Appendix for a course outline
- Cohen , D. W. 1994 . The Combing of History 54 Chicago
- Graff , G. 1992 . Beyond the Culture Wars: How Teaching the Conflicts can Revitalize American Education New York For discussion on 'teaching the conflicts' in various contexts in the United States, see Graff focuses on literature teaching but offers valuable insights for other disciplines. Cohen deals more specifically with teaching the conflicts in history: see his Combing of History.
- Heath , S. B. 1993 . Ways with Words: Language, Life and Work in Communities and Classrooms Cambridge See (on the importance of taking the prior ‘learning culture’ of students into account
- Cornell , C. and Mabizela , M. 1994 . ‘What Can We Do about the Language/Attitude Problem of Lecturers?’ See, for example, an interview with MA students M. Mabizela and P. Tshangane, cited in (Paper, South African Association for Academic Development Conference
- 1995 . Report to History Department
- Mandew , M. 1993 . “ ‘Exploring the Notion of “Cultural Capital” and its Implications for Education Development’ ” . In South African Association for Academic Development Conference Proceedings 622 – 36 . See, for instance
- Peires , J. B. 1990 . “ ‘Suicide or Genocide?: Xhosa Perceptions of the Nongqawuse Catastrophe’ ” . In Radical History Review 46/7
- Male student speaking from the floor in the first debate during 1995
- Male student speaking from the floor in the third debate during 1994
- Female student speaking from the floor in the first debate during 1995
- Diop , C. A. 1987 . Precolonial Black Africa: A Comparative Study of the Political and Social Systems of Europe and Black Africa Westport For example, readings from (B. Davidson, Africa in History: Themes and Outlines (London, 1968);V.B. Thompson, The Making of the African Diaspora in the Americas: 1441–1900 (Harlow, 1987)
- Anonymous written response of a History I student, first-semester evaluation of the debates, 1993
- 1993–1995 . Recurring questions from students to lecturers after the first-semester debates
- Cornell , C. and Witz , L. 1994 . ‘“It Is My Right to Participate in the Subject”: Contesting Histories in the First Year Lecture Room’ . Social Dynamics , 20 ( 2 ) The broader implications for curriculum planning are discussed in
- Cornell , C. May 1993 . May , Interview with UWC History I student by
- Ibid.
- Graff . Beyond the Culture Wars 64 – 85 . Graff makes the same point about conflict as a powerful motivation for student reading
- Ibid. 15
- Thompson , B. 1993 . The Debate Continues UWC : Academic Development Centre . This debate was recorded on video in 1993 as part of the process of course evaluation. See
- Thornton , J. 1981 . ‘Early Kongo-Portuguese Relations: A New Interpretation’ . History in Africa , 8
- As a result of discussions between the course co-ordinator and staff in the Academic Development Centre about problems students have with identifying arguments in the course reading, computer-aided exercises are being developed around key texts. The emphasis is on identifying textual cues which signal arguments
- Jean Rogers , Helen . 1969 . film entitled ‘Cortes and the Legend’, United States of America
- Faure , Bill . 1986 . ‘Shaka Zulu’ The second-year course is about ‘representation’ of aspects of South African history. As part of the course students viewed a television epic directed by. Lecturers then assumed the roles of the director and a television interviewer. The director (in costume) fielded questions from the interviewer and the student audience. The interview stimulated intense discussion
- Cohen . “ 3 ” . In Combing of History chapter
- See Appendix 1
South African Historical Journal
Volume 34, 1996 - Issue 1