Free Nelson Mandela: The Anti-Apartheid Struggle in South Africa and Beyond (HIH1017)
|Duration of Module||Term 1: 11 weeks;|
The aim of this module is to introduce students to a broad range of sources available to historians of twentieth century Africa through the lens of the anti-apartheid struggle. It will examine topics and sources related to local struggles within South Africa, specific individuals such as Nelson and Winnie Mandela, and the global movements against apartheid based in Britain and elsewhere. The module’s seminars will focus on various sources, including memoirs of political prisoners; documentaries; court records; photographs; propaganda; magazines; oral history interviews; and testimonies made before South Africa’s Truth and Reconciliation Commission. It will introduce students to the benefits and limitations of such sources, and provide an introduction to historical methodologies used in colonial and postcolonial contexts. This module will help students develop skills in source analysis and research to provide a foundation for future historical work.
ILO: Module-specific skills
- 1. Understand and assess the main developments in the anti-apartheid struggle from 1948 to 1994
- 2. Work critically with a range of written and visual sources relating to the topic.
- 3. Assess the sources in relation to the historical debates, purposes for which different contemporary sources were produced, and analyse and evaluate their reliability and usefulness for the study of the anti-apartheid struggle
ILO: Discipline-specific skills
- 4. Identify the problems of using historical sources, e.g. utility, limitations, etc, and compare the validity of different types of sources.
- 5. Answer a question briefly and concisely.
- 6. Present work orally, respond to questions orally, and think quickly of questions to ask other students.
ILO: Personal and key skills
- 7. Conduct independent study and group work, including the presentation of material for group discussion, developed through the mode of learning.
- 8. Digest, select and organise material to produce, to a deadline, a coherent and cogent argument, developed through the mode of assessment.
- 9. Work with others in a team and to interact effectively with the tutor and the wider group.
- 10. Write to a very tight word-length.
Weekly seminar topics may vary, but can include: the ANC’s turn to armed struggle; experiences of political imprisonment; the Soweto Uprisings of 1976; gender and the anti-apartheid struggle; the involvement of children and youth in the liberation struggle; Britain’s anti-apartheid movement; and the Truth and Reconciliation Commission. Each topic will be explored through two or more different sources, including oral history interviews, speeches, memoirs, newspaper articles, and photographs.
Learning activities and teaching methods (given in hours of study time)
|Scheduled Learning and Teaching Activities||Guided independent study||Placement / study abroad|
Details of learning activities and teaching methods
|Category||Hours of study time||Description|
|Scheduled learning and teaching activities||2||2 hour lecture: Introduction to module|
|Scheduled learning and teaching activities||20||10 x 2 hour seminars. At a meeting of the whole class generally a different group of 3-4 students will give a presentation to the whole class, followed by class discussion and working through the sources for that week carefully. Additional sources may be issued in the class and the lecturer will also use the time to set up issues for the following week.|
|Guided independent study||128||Students prepare for the session through reading and research; writing five source commentaries and an essay and preparing one group presentation in the course of the term.|
|Form of assessment||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|Group presentation (3-4 students)||10-15 minutes||1-4, 6-7, 9||Oral|
|Lowest mark from portfolio of 5 source commentaries||500 words||1-5, 7-8, 10||Mark and written comments|
Summative assessment (% of credit)
|Coursework||Written exams||Practical exams|
Details of summative assessment
|Form of assessment||% of credit||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|4 highest marks from portfolio of 5 source commentaries||60||2000 words (500 per commentary)||1-5, 7-8, 10||Mark and written comments.|
|Essay on Sources||40||1500 words||1-5, 7-8, 10||Mark and written comments|
Details of re-assessment (where required by referral or deferral)
|Original form of assessment||Form of re-assessment||ILOs re-assessed||Timescale for re-assessment|
|4 highest marks of portfolio of 5 source commentaries||4 highest marks of portfolio of 5 source commentaries||1-5, 7-8, 10||Referral/deferral period.|
|1500-word essay||1500-word essay||1-5, 7-8, 10||Referral/deferral period.|
Indicative learning resources - Basic reading
- Beinart, William, Twentieth-Century South Africa (Oxford, 1994)
- Beinart, William and Dubow, Saul, Segregation and Apartheid in Twentieth Century South Africa (London: 1995)
- Posel, Deborah, The Making of Apartheid, 1948-61 (Oxford, 1991)
- Mandela, Nelson, Long Walk to Freedom (London, 1995).
- Mandela, Nelson, No Easy Walk to Freedom: articles, speeches and trial addresses of Nelson Mandela (London, 1973)
- First, Ruth, One Hundred and Seventeen Days: an account of confinement and interrogation under the South African ninety-day detention law (Harmondsworth, 1965)
- Thorn, Hakan, Anti-Apartheid and the Emergence of a Global Civil Society (Basingstoke, 2006)
- Lobban, Michael, White Man’s Justice: South African Political Trials in the Black Consciousness Era (Oxford, 1996)
- Brittain, Victoria and Minty, Abdul S. (eds) Children of Resistance: Statements from the Harare Conference on Children, Repression, and the Law in Apartheid South Africa (London, 1988).
- Bozzoli, Belinda. Theatres of Struggle and the End of Apartheid (Ohio, 2004)
- Krog, Antjie, Country of my Skull: Guilt, Sorrow, and the Limits of Forgiveness in the New South Africa (London, 1999)
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Last revision date
Key words search
South Africa; apartheid; Nelson Mandela; segregation; protest.