Master of Philosophy in Violent Histories and Repair

Purpose

The purpose of the Master of Philosophy in Violent Histories and Repair is to introduce learners to key theoretical ideas in the field of violent histories and repair and to instil a critical postcolonial lens and the capacity to critique hegemonic knowledge, embracing local knowledge, voices, and perspectives. The qualification will develop learners' critical thinking that will challenge dominant European and North American frames of understanding the intergenerational repercussions of violent histories and the possibilities for individual and social transformation. The qualification will educate and train researchers to conduct advanced research to contribute to new knowledge in the field of violent histories and repair in post-conflict societies.

Upon completing this qualification, qualifying learners will be able to

• Develop an in-depth knowledge and understanding of key theories and concepts related to violent histories and repair, decolonial approach to violent histories and repair.
• Assess and critique dominant European and North American frames of understanding
• Apply testimony and case studies to advance theoretical understanding of violent histories and repair in post-conflict settings.
• Synthesize the information presented throughout the programme (literature, theory, main arguments/critiques, presented case studies, reflexivity) in a way that logically pulls these different components together.
• Evaluate current processes of knowledge production and choose an appropriate process of enquiry, in a way that supports the conceptualisation and development of the research thesis topic.
• Work effectively in groups to demonstrate positional self-reflexivity and the quality of participation to address and facilitate discussions on -the afterlife of violence' and repair -healing'.
• Conduct field work and engage community participation as evidence of understanding and using advanced qualitative research methodology.
• Develop rationalities in terms of values of contributing to a culture of social engagement and repair.
• Demonstrate a sound epistemological accent.

The qualification will develop learners holistically, personally and professionally to become experts in the field in line with the institution's four core graduate attributes. This qualification as it is embedded within the socially and politically engaged intellectual culture will create the conditions through which these learners can develop and excel.

Learners will be supported into becoming socially engaged, self-reflexive and ethical citizens and scholars who can use information from a variety of sources to think more broadly and challenge hegemonic knowledge as critical and creative thinkers who can take responsibility for their own learning and how they use knowledge. Additionally, the focus on engaged community participation and advanced qualitative research skills will ensure that these learners become lifelong learners.

The knowledge and skills developed will assist learners towards becoming change agents, and taking a more active role in society. As individuals with a deepened consciousness about the complexity of the field of historical trauma and the intersectional aspects of the legacies of its afterlife, the qualification will enable graduates to act as effective leaders and collaborators in diverse environments and respond to complex challenges encountered in a racially diverse environment and increase participation in society.

Learners will be faced with different forms of learning materials and contexts and the knowledge to facilitate discussions on the afterlife of violence' and repair (healing). These graduates will be able to use their knowledge and skills as innovative thinkers and problem solvers. Learners will thus emerge as individuals who understand the value of active listening and practice this skill in their encounters with others

The qualification is aimed at developing the enrolled learner as a human being. The knowledge gained will facilitate personal development, while the experiential learning offered will help learners to critically interrogate their positionality in the world and in relation to their research. The research component will expose learners to cultural and intellectual life through a variety of communities of practice and learning, i.e. Afterlife of Violence and the Reparative Quest (AVReQ) seminars, reading groups, guest lecturers and conferences. Thereby learners will be empowered to take responsibility for their own development and make informed and considered decisions. Additionally, this qualification will instil in the graduates the skills and knowledge to become individuals who are confident in themselves, compassionate toward others, committed to the values of social justice, know what this means for them, and incorporate such values into their work and social life.

Rationale

The study of historical trauma and its transgenerational "afterlives" has become an interpretative paradigm for scholars interested in understanding the impact of historical catastrophes such as apartheid, colonialism, slavery and genocides in the lives of individuals and communities and how this past shape the future lives of subsequent generations in societies. The curriculum adopts a more compelling claim on humanities teaching and research than the legacies of historical trauma. The qualification has an interdisciplinary focus drawing from the Humanities and the Arts is more essential than ever, to help us understand the challenges facing societies affected by violent histories, to advance scholarship and to contribute to new knowledge production that will inform public opinion and guide us to solutions.

The qualification will attract a group of diverse learners from a variety of disciplines from the national and international spheres. The qualification is also suitable for learners who have a background in qualitative research methods, either in the form of a mini-thesis or evidence of theoretical/methodological work in the field of qualitative research. Prospective learners should have an interest in social justice work and have evidence of practical community work/engagement or work in the field of social justice and/or race reparations.

Specialised, disciplinary knowledge has limited capacity to explain and solve complex problems. Complex times call for collaboration across different sets of boundaries: between and across disciplines, across institutional and national borders, and between universities and other sites of knowledge generation.

The qualification will respond to this call on multiple levels of engagement. The qualification follows AVReQ's interdisciplinary and intersectional approach with sensitivity to transgenerational legacies of historical trauma, its gender and race dynamics and an emphasis on the reparative potential of the arts. This qualification covers a particular niche moving away from individualised psychological perspectives on trauma and -healing' and adopting a decolonised lens foregrounding local narratives, understandings and values.

The qualification covers the scope of research on the transgenerational repercussions of violent histories such as genocide, slavery, colonial-era violence and oppression and explores how memory of this historical past plays out in social context, and the contribution of trauma narrative and testimony in the growing and now contested field of forgiveness and reconciliation dialogue as strategies to repair the past and its haunting legacies.

The qualification provides learners with a unique opportunity to an embodied experiential learning in which the afterlife of apartheid and colonialism is particularly visible not only in the physical structures of the buildings but also reverberates in the institutional culture in ways that have become visible in controversies about research and other cultures. Through the public dialogue programmes, AVReQ has already been engaged in initiatives that gesture toward a reparative quest, which is aligned with the institution's goal of transformation. AVReQ staff and postgraduate learners' socially responsive research on, for example, experiences of being black and coloured and residence experiences by black and coloured LGBTI learners are activities that contribute to the pursuit of transformation as well as to public debates about social change in post-apartheid South Africa. AVReQ's flagship project, the research project examines through interviews the intergenerational repercussions of historical trauma and traumatic memory in the context of post-apartheid South Africa in Langa, Bonteheuwel, and Worcester. The qualification seeks to stimulate debate within academia that has some impact on the public and influences audiences at the broader level of civil society.

The qualification will address the issues at the forefront of contemporary debates about historical trauma, its expression in memory and other symbolic forms of expression such as violence. This qualification will engage with these issues at a pivotal moment in South Africa where questions about the past and how to interrupt the cycles of its repetition and bring about social change have come to dominate public debate. The qualification will tackle seriously and offer African-centred avenues for healing which further strengthens AVReQ to support decolonising, transformative learning.

The embodied AVReQ research woven into the qualification including the extensive use of case studies and the experiential teaching and learning approach will provide learners with a unique learning environment to achieve tangible skills and knowledge for effective leadership for social change. The qualification will develop learners' critical skills and theoretical knowledge while training them to conduct strongly grounded qualitative research in the field of violent histories and social repair.

Additionally, the qualification will provide vertical articulation opportunities for the learners to pursue future studies in this field. However, with the knowledge and skills attained during their Masters studies, they will also be equipped to pursue opportunities for doctoral study offered nationally and internationally. The killing of George Floyd has sparked a proliferation of graduate qualifications in European and North American colleges and universities on racial injustice and how to deal with long-festering wounds of inequality. This qualification is aligned with this global trend in higher education allowing for a unique decolonialised perspective that considers the cultures and contexts of the global South.

Recognition of Prior Learning (RPL)

RPL is applicable to learners who completed an NQF level 8 qualification without the completion of a research methodology or research component, experience working in a relevant field for five or more years is required.

The submitted application for RPL must be sent for inclusion in the Faculty Committee agenda and final approval. Applicants will be provided with continuous feedback and administrative support from AVReQ. Learners will also be provided with guidelines regarding the RPL assessment and process, and guidelines regarding the appeal process. (RPL will follow the Faculty of Arts and Social Sciences Procedure for the Recognition of Prior Learning (RPL) and Credit Accumulation and Transfer (CAT).

RPL applicants will be assessed on a case-by-case basis. The prospective applicant contacts the Department or Programme Committee and requests to be subjected to the RPL process. The RPL facilitator contacts the applicant for a pre-evaluation to ascertain the purpose and possible success of the application. The RPL process is divided into three phases: Pre-assessment; evaluation of the applicant's request; and administrative processing and support of the applicant

RPL for access

• Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
• To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations.

RPL for credits

Credit transfer may only be granted on a per-module basis, i.e. a complete module of an academic programme is the smallest learning unit for which credits may be transferred.

RPL for exemption of modules

• Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Arts Honours in Psychology, NQF Level 8.

Or

• Bachelor of Arts Honours in Sociology, NQF Level 8.

Or

• Bachelor of Arts Honours in Social Anthropology, NQF Level 8.

Or

• Bachelor of Arts Honours in History, NQF Level 8.

Or

• Bachelor of Arts Honours in Visual Studies, NQF Level 8.

Or

• Bachelor of Arts Honours in Peace Studies, NQF Level 8.

Or

• Bachelor of Arts Honours in Political Science, NQF Level 8.

Or

• Postgraduate Diploma in Peace Studies, NQF Level 8.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 9 totalling 180 credits.

Compulsory Modules, Level 9, 180 Credits

• Afterlife of Violent Histories, 15 Credits.
• Research Methodology and Ethics for Violent Histories, 15 Credits.
• Contextual perspectives on trauma testimonies, 15 Credits.
• Historical Trauma and Redress, 15 Credits.
• Thesis: Violent Histories and Repair, 120 Credits.

Exit Level Outcomes

1. Critically engage with and evaluate existing theories of violent histories, intergenerational trauma, and repair (healing) in post-conflict settings.
2. Assess and critique the main arguments in a variety of sources (texts, audio, or video format, performing or other forms of art) on violent histories, intergenerational trauma, and repair (healing) in post-conflict settings
3. Critically evaluate current processes of knowledge production and choose an appropriate process of enquiry in a way that supports the conceptualisation and development of the research thesis topic.
4. Critically interpret and critique current research and practice related to the concepts of historical trauma' and the -afterlife of violence' to identify how these concepts could influence the aftermath of events.
5. Synthesize the information from a variety of sources (literature, theory, main arguments/critiques, presented case studies) in a way that integrates different components logically.
6. Engage in positional self-reflection and quality participation in group discussions to facilitate discussions on -the afterlife of violence' and repair (healing).
7. Produce research on a topic related to Violent Histories and Repair that is evidence of social engagement and ethical scholarship.
8. Take a self-reflexive approach as a citizen and scholar.

Associated Assessment Criteria

Associated Assessment Criteria for Exit Level Outcome 1

• Evaluate existing theories of violent histories, intergenerational trauma, and repair (healing) in post-conflict settings to construct an argument for written essay assignments.
• Construct logically structured essays which apply existing theories and concepts and foreground a strongly grounded and supported conclusion.
• Use relevant literature and established theories to provide structured and supported arguments to accurately compare and assess the dynamics of transgenerational trauma, taking into consideration the context and location of the occurrence as well as the perspectives of different victims, perpetrators, and implicated subjects.
• Critically engage sources to evaluate the texts and how they address core themes in Violent Histories and Repair.

Associated Assessment Criteria for Exit Level Outcome 2

• Assess and critique the main arguments in a variety of sources on violent histories, intergenerational trauma, and repair (-healing') in post-conflict settings.
• Synthesise information and arguments to produce coherent and logically argued reading reports and essays.
• Succinctly identify and describe the main argument/key points in prescribed readings.
• Critically engage with prescribed readings to evaluate the texts and how they address core themes in the module.
• Provide written responses that demonstrate self-reflexivity and positional awareness.
• Use relevant literature and established theories to provide structured and supported arguments to accurately assess the dynamics of -repairing the irreparable', taking into consideration the context and location of the repair as well as the perspectives of different victims, perpetrators, former combatants, and implicated others.
• Use relevant theories, conceptual clarifications, and reflections on case studies to evaluate the reparative potential of apology, forgiveness, reparations, restitution, and justice.

Associated Assessment Criteria for Exit Level Outcome 3

• Appraise the value of prescribed and recommended texts and other sources.
• Correctly apply value appraisal to conceptualise a social problem and develop a problem statement and research rationale.
• Prepare written submissions that are clearly and logically structured and apply relevant theories and concepts to provide a logical line of reasoning to answer a question or come to a logical and supported conclusion.
• Prepare written submissions that are grammatically correct, using consistent formatting and avoiding unnecessary typing errors.
• Support all written arguments with relevant literature, using a relevant referencing system and applying sound academic writing practices to avoid plagiarism.

Associated Assessment Criteria for Exit Level Outcome 4

• Construct well-argued critiques of the literature and practice drawing on a decolonial lens and possible resolutions relevant to the Post-Apartheid South African context.
• Synthesise evidence in an analytical way to formulate clear conclusions.
• Prepare written submissions that are clearly and logically structured and apply relevant theories and concepts to provide a logical line of reasoning to answer a question or come to a logical and supported conclusion.
• Prepare written submissions that are grammatically correct, using consistent formatting and avoiding unnecessary typing errors.

Associated Assessment Criteria for Exit Level Outcome 5

• Construct well-structured coherent written pieces integrating the theories, current arguments, and critiques in violent histories to produce a unique and well-supported argument.
• Prepare written submissions that are clearly and logically structured and apply relevant theories and concepts to provide a logical line of reasoning to answer a question or come to a logical and supported conclusion.
• Prepare written submissions that are grammatically correct, using consistent formatting and avoiding unnecessary typing errors.
• Communicate effectively and work collaboratively with a group to integrate the case study information accurately with established theory.
• Engage positively with others in a group setting to determine how established theories could be used to interpret and evaluate the context provided in the case study.

Associated Assessment Criteria for Exit Level Outcome 6

• Engage positively with others in a group setting to determine how established theories could be used to interpret and evaluate the context provided in the case studies.
• Critically incorporate a range of literature related to self-reflexivity and the afterlife of violence as well as reflections on-site visits and exposure to case studies to comprehensively evaluate the intersectional (racial, gendered) dimensions of the -afterlife of violence in modern SA.

Associated Assessment Criteria for Exit Level Outcome 7

• Prepare a well-articulated research proposal on a topic in historical violence.
• Successfully draft an application for ethical clearance.
• Critically and ethically apply testimony and case studies to advance theoretical understanding of violent histories and repair in post-conflict settings.
• Choose an appropriate process of enquiry that supports the conceptualisation and development of the research thesis topic.
• Conduct field work and engage community participation as evidence of understanding the trauma experienced by others.
• Use advanced qualitative research methodology.
• Draft a research thesis that adequately addresses the identified research problem.
• Support the argument through adequate academic literacy and supported by evidence gathered through research.
• Prepare written submissions that are clearly and logically structured and apply relevant theories and concepts to provide a logical line of reasoning to answer a question or come to a logical and supported conclusion.
• Prepare written submissions that are grammatically correct, using consistent formatting and avoiding unnecessary typing errors.

Associated Assessment Criteria for Exit Level Outcome 8

• Show a value system in terms of their beliefs, ideas, and attitudes that align well with their engagement with others, self-expression, self-reflection, and commitment to their work.
• Display professional commitment to ethical practice, reflexive capacity on the engagement with their social world and engagement with their internal world/self.
• Demonstrate commitment to the values of social justice-orientated approaches (and perspective of what that means to them, as individuals.
• Engage in a process of bringing different values together, internalising values, resolving conflict among values.
• Accept professional ethical standards of practice - personally and in the context of research.
• Demonstrate self-reliance, professional commitment to ethical practice, social and emotional adjustment.