Bachelor of Arts Honours in History

Purpose

The qualification, like history itself, is grounded in methodological practices and debates and at its core is a module which addresses the specific methodological requirements of History. The qualification expands and deepens concepts and knowledge introduced at undergraduate level, while including specific training in History research methodology. It forms an articulation link with the Master's Degree in History.

The study of History is dependent on the development of effective communication skills and a purpose of the qualification is to develop these skills, paying particular attention to new developments in information technology. This is based on the need for the identification of information and of historical sources, in oral, printed and digital form, the assimilation of this information and the ability to assess this information critically and the effective communication of this information.

Rationale

This qualification is designed as a bridge between undergraduate models of learning to the more deeply critical approaches to historical knowledge production and independent argument and thought that post-graduate work requires. With an emphasis on the links between disciplinary methodologies and empirical focus on African histories, the Bachelor of Arts Honours in History provides a foundation of skills for further qualification work or occupational advancement.

The study of South Africa's present is the study of South Africa's past. All the major issues which must be addressed today in South Africa - education, land, reform, urban and rural development, effective democracy, gender, health, economic reform, in short transformation - require an understanding of how they came about - that is their history. The Bachelor of Arts Honours in History prepares leaners for this.

Leaners are introduced to the immense intellectual resources of contemporary historiography, many of the most pressing issues of our age, the legal character of land tenure, the emergence of race as a source of conflict, the reasons for the imbalance in the distribution of wealth and power in the contemporary world, the impact of nationhood and nationalism, the place of women in society, the cultural manifestations of conflict around which so much public debate and difference takes place and the manner in which the written, oral and visual arts have commented on social development in a multi-cultural environment, form major themes in the qualification. Furthermore, themes such as this are part of the global history in which South Africa is embedded and an understanding of African history and, in turn, that of the wider world is absolutely necessary if contemporary South African issues are to be effectively understood. Historical methodologies and intellectual rigor are an essential component of the qualification to advance African knowledge and scholarship.

Recognition of Prior Learning (RPL)

The institution accepts the principle underlying outcomes-based, source-based and life-long learning, in which considerations of articulation and mobility play a significant role, and subscribes to the view that Recognition of Prior Learning, whether acquired by formal education curricula at this or another institution or informally (by experience) is an indispensable element in deciding on admission to and awarding credits in an explicitly selected teaching-learning qualification of the institution.

An applicant who falls outside of the formal qualifications system, but who can demonstrate (through the production of substantial and satisfactory evidence) experiential or work-based learning or a non-formal qualification (or a combination), may be considered for admission and/or for the Recognition of Prior Learning for the achievement of the qualification in part or in full. An applicant who after such assessment, is deemed to have sufficient potential, but is in need of further academic development, must be directed to other suitable learning qualifications prior to admission or to parallel qualifications after admission.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Arts, Level 7 with History as a major subject.

Compulsory Modules, 64 Credits

• Research Design, Methods and Analysis, 32 Credits.
• Research Paper, 32 Credits.

Elective Modules, (Choose two totaling 64 Credits)

• African States in Comparative Perspective, 32 Credits.
• The Comparative History of Race and Racism, 32 Credits.
• Critical Approaches to Public and Oral History, 32 Credits.
• Gender and the Politics of History, 32 Credits.

1. Demonstrate practical skills for generating primary source data through search and retrieval of documents in archives and techniques of interviewing for oral history interviews, digital recording and transcription.
2. Conduct independent fieldwork.
3. Critically assess the credibility, relevance and weight of specific historical documentary and oral evidence in constructing reliable and grounded historical knowledge.
4. Demonstrate the relevance of specific historical material to understanding contemporary social, political and/or economic problems.
5. Use theoretical knowledge practically for problem solving in the workplace.

Associated Assessment Criteria for Exit Level Outcomes

• Comprehend and articulate the epistemological, political and ethical dilemmas of archival documentation and oral history methods.
• Appreciate and discuss theoretical and critical debates around core South African and global historiographical themes and topics.
• Construct an argument about the meaning of historical data, through one or more theoretical perspectives.
• Complete a research project/thesis under supervision, through scaffolded stages.
• Write and defend a research proposal and ethical clearance application.

Integrated Assessment

Assessment Learning outcomes will be evaluated through a multi-modal approach that incorporates both formative and summative assessment, which are designed to measure qualification and module competencies. Formative assessment included written assignments, oral presentations and group work. Summative assessment is provided by tests, examinations and a research project.