n Historia - Relevante tersiêre geskiedeniskurrikula-tendense enbehoeftes vir die jare negentig

Volume 39, Issue 2
  • ISSN : 0018-229X
  • Author E.S. Van Eeden
  • Source : Historia, Volume 39, Issue 2, Nov 1994, p. 2 - 18
  • Accreditation : Department of Higher Education and Training (DHET)
    SciELO SA
    The International Bibliography of Social Sciences (IBSS)



The study of history in South Africa demands high standards in the rapidly-changing late twentieth century. Standards require reform and change of research themes, in both methodology and in the instruction of the discipline.
During the seventies and eighties the practice of history was already characterized by much reform. For example, some aspects of curricula on the tertiary level changed from a purely chronological approach and began to lean towards the inclusion of innovative and contemporary themes, relevant to periods which were perceived as significant.
Presently, however, John citizen and commentators from other disciplines still think of history as a subject dealing only with endless facts embedded in past politics. The main reason for this distorted image is probably that the trend of reconstructing history curricula is not being explored or marketed sufficiently on the tertiary level. This distorted image is well observed in the declining number of students especially white students studying history. This emphasises the task of the historian to adapt curricula dynamically in order to enhance other disciplines to their benefit and to become more career directed. Adaptation will have the added advantage of improving employment for graduates with a training in history.
In this article some of the changes which tertiary history curricula should adopt in order to improve dynamic curricular interaction and favourable employment opportunities are discussed.

Om geskiedenis tans in 'n vinnig-veranderende Suid-Afrika te beoefen, stel besonder hoë eise. Dit behels onder meer sowel 'n hervorming en 'n klemverskuiwing in die hantering van navorsingstemas en die metodologiese uitgangspunt as die onderrig van die dissipline.

Gedurende die jare sewentig en tagtig was die praktyk van Geskiedenis gekarakteriseer deur baie vernuwing. So byvoorbeeld blyk dit dat sommige aspekte van tersiêre kurrikula verander het van 'n suiwer chronologiese benadering tot die insluiting van innoverende en kontemporêr-relevante temas rakende periodes wat as nuttig vir die geskiedenis van die mens beskou is. Ten spyte van hierdie veranderende tendense is dit steeds die siening van sowel Jan Publiek as die beoefenaars van ander dissiplines, dat Geskiedenis 'n vak is wat net gemoeid is met eindelose feite gerig op oorwegend politieke aspekte van die verlede. Waarskynlik die vernaamste rede vir hierdie verdaaide siening is die feit dat die herkonstruering van Geskiedeniskurrikula nie behoorlik genoeg ontgin of op tersiêre vlak bemark word nie.

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