South Africa Study Abroad: DATES

Hist 399.6 & Hist 499.6 South Africa: History, Politics and Society

Dr. Simonne Horwitz

Email: Simonne.Horwitz@usask.ca

Program Basics:

By now you will have received your handbook (AKA a Survival Guide to Hist 399.6 & Hist 499.6). The handbook deals with all the practicalities of the trip. Now for the exciting bit: the intellectual framework and syllabus.

The course is divided into eight parts, a prelude and seven units. Each part will be explored though a combination of lectures, guest lectures, site visits, movies and TV shows, assigned readings, group exercises, personal assignments and tutorial discussions.

Although a number of themes will all be handled simultaneously we have tried to maintain some sense of chronological order – and failing that you will be able to cross-reference the syllabus with your daily schedules. It might help to keep a journal or daily notes so that you are able to slot activities and talks into a unit, perhaps a notebook with subject dividers of some sort, but also remember that nothing is as clear-cut as it looks on a syllabus. Hopefully something of the complex, complicated and multifaceted society which is South Africa will emerge over the next few weeks. You will notice that some of the units have more readings than others. Try to do the readings according to the day schedule rather than in order of the units as they appear. For example if you are going to a lecture given by Professor Wright, please have his reading completed before attending his lecture or if we are visiting the Voortrekker Monument, please try to have the readings listed about the Voortrekker Monument done beforehand. We will give you updates as to which readings you should have done throughout the trip. This will help you to manage your time and be adequately prepared for the day ahead.

Textbooks: -Worden, Nigel. The Makings of Modern South Africa: Conquest, Apartheid, Democracy. Fourth edition. Wiley-Blackwell Press, 2007.

-Beinart, William. Twentieth-Century South Africa. Oxford University Press 2001.

2 Prelude: Historiography Guest Lecturers: Professor John Wright (UKZN) Readings: -Gary Baines, “The politics of public history in post-apartheid South Africa”, in HansErik Stolten, ed., History Making and Present Day Politics: The Meaning of Collective Memory in South Africa, Uppsala: Nordiska Afrika Institutet, 2007, 167-82. -Nick Shepherd, 'Heritage', in Nick Shepherd and Steven Robins, eds., New South African Keywords, Johannesburg: Jacana; and Athens: Ohio University Press, 2008, 116-28. -Emile Boonzaier and Andre Spiegel, 'Tradition', in Shepherd and Robins, 195-208

400 Level:

-John L. and Jean Comaroff, “A Tale of Two Ethnicities” in Ethnicity, INC. (University of Chicago Press, 2009)

Unit 1: Origins There is no easy place to begin a study of South African History – by the time we begin this section you will have taken your first steps on South African soil, met your first South African customs official, seen the awful driving, fog-filled air and had your first glimpse of the vibrancy of daily life. This unit will look more specifically at the origins of Humankind, the ‘Out of Africa’ thesis, and the value of paleoanthropology in understanding more recent history and society in Africa. Secondly, we will look at pre-colonial history and society. Guest Lectures Aurora Val

Site Visits - Wits Origins Centre - Maropeng Heritage site - Sterkfontein Caves and fossil site

Readings:

-Milford Wolpoff, John Hawks and Rachel Caspari, “Multiregional, Not Multiple Origins” in American Journal of Physical Anthropology 112:129-136 (2000)

-Leonard Lieberman and Fatimah Linda C. Jackson,“Race and Three Models of Human Origin” in American Anthropologist 97(2) June 1995: 231-239

Tutorial Discussion Topic 1: What are the implications of the different origin theories? How have these theories been exhibited in the South African context and for what purpose?

3 Unit 2: Religion and Culture This unit will demonstrate that it is impossible to define South African religion and culture without launching into an explanation about heterogeneity and the complexity of identity. We will look at various forms of culture including music, art, and theatre; religion institutions including a church, synagogue, and a mosque; and look at the interpretations of culture and its evolution from past to present. Guest Lectures Professor David Coplan Jessica Sherman Concord Nkibende Dr. Peter Lekgoathi Ms. Zarina Mia

Site Visits & Events Lesedi Cultural Village Religious Institutions Johannesburg Art Gallery Theatre Visits Music Performances

Readings -Rian Malan, “In the Jungle,” in Resident Alien (Johannesburg: Jonathan Ball Publishers, 2009)

-David Coplan, “God Rock Africa- Thoughts on Politics in Popular Black Performance in South Africa” in African Studies 64(1) July 2005: 9-26

-Richard Hull, Jews and Judaism in African History, (124-138, 145-166), (Princeton: Markus Wiener Publishers, 2009)

-Anne Kelk Mager, “‘Tomorrow will also be a hard day’, Antisocial drinking Culture and Alcoholic Express” in Beer, Sociability and Masculinity in South Africa (66-79) (Indiana University Press: 2010)

-Sekibakiba Peter Legoathi, “‘You are Listening to Radio Lebowa of the South African Broadcasting Coporation’: Vernacular Radio, Bantustan Identity and Listernership, 1960-1994” in Southern African Studies 13(35) September 2009: 575-594

-Mary Benson, Athol Fugard and Barner Simon: Bare stage, a few props, great theatre, (118-121), (South Africa: Raven Press, 1997)

--Nick Shepherd, 'Faith', in Nick Shepherd and Steven Robins, eds., New South African Keywords, Johannesburg: Jacana; and Athens: Ohio University Press, 2008, 90-101.

Primary Sources:

- “Turning the Gaze: Displaying San Culture at !Khwa ttu,” Archivalplatform.org posted on January 25, 2012

-“Cultural Villages: Defining Moments or Problematic Perspectives?” archivalplatform.org posted on March 30, 2012

400 level Additional Readings:

-Anne Kelk Mager, “Heritage and Beer Tourism: Reimagining Beer after Apartheid,” in Beer, Sociability and Masculinity in South Africa (106-122) (Indiana University Press: 2010)

Tutorial Discussion Topic 2: “The creation of racial and ethnic identity from above and below has been fundamentally shaped by Apartheid.” Critically discuss this statement.

4 Unit 3: The Making of Urban South Africa In this unit you will explore the origins of Johannesburg, its institutions and its social structure. Much of South Africa’s history was shaped by its specific form of industrialization. The discovery of gold (1880s) and diamonds (1870s) increased colonial interest in Southern Africa and set in motion a pattern of industrialization with both interesting parallels and significant differences to that in other parts of Africa and indeed the world more generally. One of the most significant factors in shaping Southern African industrialization was migrant labor. The removal of almost an entire generation of young men had a massive effect on the rural economy and society. Migrants themselves formed a specific culture in urban areas which in many ways influenced the shape of the anti-Apartheid struggle and indeed civil action today. Guest Lectures Dr. Noor Nieftagodien Professor John Hyslop Site Visit leaders Sue Krieger Professor Bruce Murray

Site Visits - Township Visits - Workers Museum (Newtown) - Diagonal Street and Newtown -Carlton Centre -Fietas Tour -Johannesburg Tour

Readings -Phaswane Mpe, Welcome to our Hillbrow, Chapter 1 (Pietermaritzburg: University of Natal Press, 2009)

-Maynard W. Swanson, “The Sanitation Syndrome: Bubonic Plague and Urban Native Policy in Cape Colony, 1900-1909” in the Journal of African History 18(3) 1977: 387-410

-Bruce Murray, “False Start: Milner, Beit, and Smuts” in WITS The Early Years: a history of the university of Witwatersrand Johannesburg and its precursors 1896-1939 (Johannesburg: Witwatersrand University Press, 1982)

-Lindsay Bremner, Writing the City into Being: Essays on Johannesburg 1998-2008, (160-171; 172-186; 187-206), (Johannesburg: Fourthwall Books, 2010).

Tutorial Discussion Topic 3: “Apartheid did not being in 1948 and segregation was rooted in colonial processes and a racialized conception of disease and the body. Critically discuss.

5 Unit 4: Rural South Africa and Land Usage The rural/urban divide has been one of the fundamental cleavages in South African society. While the urban areas developed, the rural hinterland languished. Yet it was to the rural areas migrants were sent when they were sick, the rural areas were meant to be the sites of reproduction and the rural areas supported a majority of South Africa’s black population. This unit will look at the history of the creation of the Bantustans as well as the competition for land between people and animals. It will look at the ways in which white large scale farmers and black subsistence farmers have historically used land and they continue to debate/ struggle for redistribution of land in the post-Apartheid era. Guest Lectures - WITS rural staff and researchers - Ms. Meagan Dawson - Mr. Christopher Mulaudzi (Dept of Social Development, Gov)

Site Visits - Land Reform visit - Farm day - WITS rural - Kruger Game Park -ACTS clinic

Reading - C. Mulaudzi and S. Schirmer, ‘The Legacy of Land Struggles in 20th-Century Mpumalanga’, P. Delius (ed) Mpumalanga: History & Heritage, (2006), pp. 209-239

- Luli Callinicos, “Two bywoner families,” in Work and Industrialization pp. 82-83 (Raven Press: 1994)

-Jane Carruthers, “Nature Conservation and Natural Resource Management in Mpumalanga 1970s to 2000,” in P. Delius (ed) Mpumalanga: History & Heritage, (2006), pp. 148-173.

Tutorial Discussion Topic 4: Rural areas in post-Apartheid South Africa face a number of pressing issues. Many of these issues are at odds with one another. How might these challenges be best resolved?

6 UNIT 5: Apartheid and Resistance This unit will look at the formation of Afrikaner identity and how Afrikaner civil religion and mythology fused to form a cultural system of dominance which became known as apartheid. The theory and functioning of apartheid on various levels will occupy us during this unit. We will visit the sites that have symbolized power because without understanding the oppressor we can not understand the oppressed. We will also visit and explore the heart of the struggle for liberation – Soweto. Though an examination of the history of the resistance struggle and the way that struggle is currently being memorialized in new monuments and museums we will look at the post-colonial construction of a historical narrative. Guest Lectures: - Professor Catherine Burns -Ms. Zarina Mia

Site visits - Apartheid Museum - Voortrekker monument - Union Buildings - Freedom Park - Old Fort/ Number 4 Prison - Soweto Tour

x Regina Mundi Church x Hector Pieterson Museum x Mandela House x Orlando Extension/ Slovo Informal

Settlement - Fietas Trail

Readings: -Simonne Horwitz, “Black Nurses’ Strikes at Baragwanath Hospital, Soweto, 1948-2007,” in Popular Politics and Resistance Movements in South Africa, pp. 207-227 edited by William Beinart and Marcelle C. Dawson (WITS University Press: 2010)

- A.M. Grundlingh, “A Cultural Conundrum? Old Monuments and New Regimes: The Voortrekker Monument as Symbol of Afrikaner Power in a Postapartheid South Africa” in Radical History Review 81 (Fall 2001): 95-112

--Mfaniseni Fana Sihlongonyane “The Nelson Mandela Museum and the Tyranny of Political Symbols” in Popular Politics, pp. 189-206 (WITS University Press: 2010)

-Catherine Burns, “The Letters of Louisa Mvemve” in Africa’s Hidden Histories: everyday literacy and making the self, edited by Karin Barber (Bloomington: Indiana University Press, 2006)

400 level Additional Readings: -Bhekizizwe Peterson, “Apartheid and the Political Imagination in Black South African Theatre,” in Politics and Performance: Theatre, Poetry and Song in Southern Africa, pp. (35-52), edited by Liz Gunner (WITS University Press, 2001)

- Anne E. Coombes, “Translating the Past: Apartheid Monuments in Postapartheid South Africa,” in Visual Culture and Public Memory in a Democratic South Africa pp. 19-53 (London: Duke University Press, 2003)

Tutorial Discussion Topic 5: Compare and contrast the way in which Apartheid, post-Apartheid and resistance movements have been presented and re-presented in monuments, museums and commemorative spaces in the new South Africa.

7 Unit 6: Education – Then and Now This fourth unit will focus on education and through education on social inequality. Having gained a solid background in the history of education in South Africa with special reference to Bantu Education, students will focus on the various types of high school education available in South Africa today. Guest Lectures: -Dr. Genevieve Klein - Professor Bruce Murray - Ms. Leanne Horwitz

Site Visits -School Visits -WITS tour -Hector Peterson Museum

Readings -Hyslop, J., ‘Student Revolt: 1972 to 1976’, in Classroom Struggles: Policy and Resistance in South Africa, 1940-1990 -L.T. Horwitz, “Indigenous Knowledge in the South African Further Education and Training History Curriculum”, research essay submitted to the History Department, University of the Witwatersrand, in partial fulfillment of the requirements of a Bachelor of Arts with Honours degree, History. -Bruce Murray, “Raikes, Student Politics, and the Coming of Apartheid,” in WITS: the ‘Open” Years: A history of the University of Witwatersrand, Johannesburg 1939-1959, pp. 113-136 (WITS university Press, 1997) Primary Sources: -Elsabe Brink, Gandhi Malungane, Steve Lebelo, Dumisani Ntshangase and Sue Krige, Soweto: 16 June 1976: Personal Accounts of the Uprisings, selected accounts (Cape Town: Kwela Books, 2001)

Tutorial Discussion Topic 1: “The way that Apartheid education was structured has profound effects on the quality of education as well as the educational structure today.” Critically discuss.

8 Unit 7: Transition, Reconstruction and Social Justice: Issues in Present-Day South Africa This final unit will address major issues in the transition from apartheid to democracy, the process of reconstruction and some of the issues which are being negotiated, and renegotiated in the New South Africa. We will focus on the struggles of the LGBTI community for equal rights and on the major issues around access to health care. Site Visits - Constitutional Court and Old Fort - Constitutional Court -Freedom Park

Guest Lectures Prof. Isabel Hofmeyr (WITS) Dr. David Bilchitz (SAIFAC) Ms. Emily Craven (LGBTI) Professor Clive Glaser (WITS)

Readings -The Individually Selected Novels

-Mark S. Kende, “The South African Constitutional Cout’s Embrace of Socio-Economic Rights: a Comparative Perspective,” Chapman Law Review 6(137) Spring 2003

- Rian Malan, “The Body Count,” in Resident Alien pp:113-138 (Johannesburg: Jonathan Ball Publishers, 2009)

-Neville Hoad, “Thabo Mbeki's AIDS Blues: The Intellectual, the Archive, and the Pandemic.” In Public Culture Winter 2005 17(1): 101-128

-Jessica Sherman, “I sang my way into the Struggle,” (61-84) in Knocking On…mothers and daughters in struggle in South Africa, edited by Shirley Gunn and Sinazo Krwala, (Johannesburg: Human Rights Media Centre, 2008)

- Peter Delius and Clive Glaser, “The Myths of Polygamy: A history of Extra-Marital and Multi-Partnership Sex in South Africa,” in South African Historical Journal 50, 2004, pp 85-114

400 Level Additional Reading - Rian Malan, “Among the AIDS Fanatics,” in Resident Alien pp: 139-150 (Johannesburg: Jonathan Ball Publishers, 2009)

- Peter Delius and Clive Glaser, “Sexual Socialization in South Africa: A Historical Perspective,” in African Studies 61(1), 2002: 27-54.

- Zandi Sherman, “Just the two of us,” (85-97) in Knocking On…mothers and daughters in struggle in South Africa, edited by Shirley Gunn and Sinazo Krwala, (Johannesburg: Human Rights Media Centre, 2008)

Primary: Trevor Manuel punts new national development plan, November 14, 2011. (15MIN) http://mg.co.za/article/2011-11-14-manuel-punts-new-national-development-plan

Tutorial Discussion Topic 7: What are the Major issues facing South Africa today and how has the historical legacy shaped these issues.

9 Assessment: 400 LEVEL: - Participation 25% Students will be expected to participate in all aspects of the program, they will be expected to be engaged and prepared for lectures, to ask and answer questions, to engage in site visits and discuss aspects of what they are seeing and doing both formally and informally. Quality and meaningful participation is essential. The coordinator will assess students but will also ask recurring faculty and guest lecturers for their opinions. -Presentation 5% Students will be assigned a unit and will be asked to develop a thesis statement that would be conducive to using the readings, lectures and site visits as sources. You will be asked to present your thesis and defend it using the sources from the unit in a brief (5 min) presentation designed to lead the class into meaningful discussion. -Reflection Paper 20% Finally, on return to Saskatoon, students will be required to write a 15-20 page reflection paper on the trip. They will be encouraged to incorporate material from the readings that they have done as well as from journals that they will be encouraged to keep during the trip. The paper should try and make intellectual sense of what the course has taught the student about the history and politics of South Africa as well as how the past has influenced the future. Another important aspect is how the course has affected/ affected you and your views of South Africa, Africa and the world. -Urban and Rural 10% Students will be required to write a 1-3 page (single-spaced) paper discussing the effects that urban-rural migration as well as the competing and contrasting needs of people in these two areas had on Apartheid resistance, political policy, and national development generally. -Book Analysis 15% 1. TRC and events

Country of my Skull No Future without Forgiveness

My Traitor’s Heart

2. Growing up and living in SA (reflections on life in SA)

Ja No Man Native Nostalgia Miriam’s Song

3. Political leaders

Long Walk to Freedom I write what I like (Biko) Thabo Mbeki and the Battle for the Soul of the ANC: William Gumede

Book Assignment:

o Pick one category and read all three books. You must also read one book from the other two categories.

o In a 3-5 page (single-spaced) essay contrast how the three books you selected from within a horizontal category work together (or conflict with one another) to build an understanding of the corresponding theme/subject

10 - Public Place Ethnography 10% Students will be expected to observe social life in Johannesburg when traveling to different areas. During the trip they will chose one of these areas and write a 1-3 single-spaced page paper on their observations and what they say about South African society and social structures. - Historiography 15% Question: To what extent has the ideological liberation of the 1990s disrupted the rather liner developments in South African Historiography which developed between the development of the British Imperial school which developed in the 19th Century and the Revisionist School of the late 20th C? Students will need to complete a 8-10 page historiography paper before leaving for South Africa. The paper will be based on preliminary readings, lectures and the pre-departure workshop. You are required to address the above question in your essay.

11 Assessment: 300 LEVEL - Participation 25% Students will be expected to participate in all aspects of the program, they will be expected to be engaged and prepared for lectures, to ask and answer questions, to engage in site visits and discuss aspects of what they are seeing and doing both formally and informally. The coordinator will assess students but will also ask recurring faculty and guest lectures for their opinions. -Presentation 5% Students will be assigned a unit and will be asked to develop a thesis statement that would be conducive to using the readings, lectures and site visits as sources. You will be asked to present your thesis and defend it using the sources from the unit in a brief (5 min) presentation designed to lead the class into meaningful discussion. - Reflection paper 20% Finally, on return to Saskatoon, students will be required to write a 10-15 page reflection paper on the trip. They will be encouraged to incorporate material from the readings that they have done as well as from journals that they will be encouraged to keep during the trip. The paper should try and make intellectual sense of what the course has taught the student about the history and politics of South Africa as well as how the past has influenced the future. Another important aspect is how the course has affected/ affected you and your views of South Africa, Africa and the world. -Urban and Rural 10% Students will be required to write a 1-3 page (single-spaced) paper discussing the effects that urban-rural migration as well as the competing and contrasting needs of people in these two areas had on Apartheid resistance, political policy, and national development generally. -Book Analysis 15% 1. TRC and events

Country of my Skull No Future without Forgiveness

My Traitor’s Heart

2. Growing up and living in SA (reflections on life in SA)

Ja No Man Native Nostalgia Miriam’s Song

3. Political leaders

Long Walk to Freedom I write what I like (Biko) Thabo Mbeki and the Battle for the Soul of the ANC: William Gumede

Book Assignment:

o You must read 1 book from each horizontal category o In a 3-5 page (single-spaced) essay, critically discuss one of the books selected from the table

above, how it fits into some of the lectures or site visits/experiences.

- Public Place Ethnography 10%

12 Students will be expected to observe social life in Johannesburg when traveling to different areas. During the trip they will chose one of these areas and write a 1-3 single-spaced page paper on their observations and what they say about South African society and social structures. -Historiography 15% Students will be expected to consider the concepts of ‘heritage’ and ‘tradition’ and the way that these understandings of history have affected history making in South Africa. Write a 2-4 page single spaced paper discussing the connection between heritage and tradition with some of the specific museums, monuments or historical sites that you visited.