published_or_final_version / abstract / Chinese Historical Studies / Master / Master of Arts

Philosophiae Doctor - PhD / The work of the International Defence and Aid Fund (IDAF) conducted between 1956 and 1991 gave rise to a collection of records that traverse 35 years of support work. As a solidarity organisation IDAF provided support to liberation movements in South Africa through their legal and welfare assistance programmes. Equally significant, IDAF also sought to highlight the oppressive machinery of the apartheid government through the deployment of their research, information and publications programmes as a way of creating awareness and ‘keeping the conscience of the world alive.’ When the administrative records of IDAF were relocated to South Africa, with the Mayibuye Centre for History and Culture as chosen location, they were turned into an archival collection which also became a memorial to IDAF’s resistance work located in the foremost anti-apartheid university and politically in a new project that intended to create a museum about apartheid. Later the collection was incorporated into the Robben Island Museum (RIM) through an agreement between the University of the Western Cape (UWC) and the Museum. The dissertation examines the cultural history and the political life of the IDAF archival collection and the processes through which it was made and continues to be remade.

With the new technological advances on the eve of the end of the 19th century, a multitude of intrinsic and extrinsic instructional media became available to both teachers and pupils. For effective use of the available instructional media it became increasingly necessary to become both audio and visually literate in order to interpret and understand messages from audio-visual materials/instructional media. This, however, confronted teachers with the urge to become more acquainted with the ways of how to address media selection and integration in a proper way. History as a subject taught at school lends itself to the application of instructional media in a variety of forms. Since the selection of the appropriate or the available media for the teach• ing situation is no easy task, a literature study was undertaken with the purpose of identifying factors that become apparent from media selection models and that need to be considered when instructional media are selected for the teaching of history. Apart from the prob• lem of the lack of an instructional media selection model designed specifically for history teaching, it was possible to propose suitable guidelines based on research findings for the selection of instructional media for history teaching. As far as the empirical research contained in chapter three is concerned, a questionnaire has been developed to determine to what extent history teachers in the present school situation use instructional media, and whether the media available is used effectively. A random sample of fifty (50) schools in the northern region of the Free State was used. Teachers with three years or more experience were asked to complete the questionnaire. An evaluation of the situation was created from the results. One of the most important findings was that a limited number of teachers received training in the effective use of instructional media, or in instructional media science. It appears that the choice of instructional media is considered no easy task by them. Chapter four is devoted to the practical application of instructional media in the teaching of history at the junior secondary level. There lessons have been prepared according to the model that has been developed in this project, which contain aspects of the new outcomes based on education. During the process a selection of media has also been made, ranging from what would be applicable in a school that is fairly adequately equipped with media, to schools that are only partially equipped with media. The study is concluded with a synthesis of all the findings as set out in chapters one through four, where the applicable guidelines for the teaching of history are confirmed. / Thesis (MEd (Vakdidaktiek))--PU vir CHO, 1997

With the new technological advances on the eve of the end of the 19th century, a multitude of intrinsic and extrinsic instructional media became available to both teachers and pupils. For effective use of the available instructional media it became increasingly necessary to become both audio and visually literate in order to interpret and understand messages from audio-visual materials/instructional media. This, however, confronted teachers with the urge to become more acquainted with the ways of how to address media selection and integration in a proper way. History as a subject taught at school lends itself to the application of instructional media in a variety of forms. Since the selection of the appropriate or the available media for the teach• ing situation is no easy task, a literature study was undertaken with the purpose of identifying factors that become apparent from media selection models and that need to be considered when instructional media are selected for the teaching of history. Apart from the prob• lem of the lack of an instructional media selection model designed specifically for history teaching, it was possible to propose suitable guidelines based on research findings for the selection of instructional media for history teaching. As far as the empirical research contained in chapter three is concerned, a questionnaire has been developed to determine to what extent history teachers in the present school situation use instructional media, and whether the media available is used effectively. A random sample of fifty (50) schools in the northern region of the Free State was used. Teachers with three years or more experience were asked to complete the questionnaire. An evaluation of the situation was created from the results. One of the most important findings was that a limited number of teachers received training in the effective use of instructional media, or in instructional media science. It appears that the choice of instructional media is considered no easy task by them. Chapter four is devoted to the practical application of instructional media in the teaching of history at the junior secondary level. There lessons have been prepared according to the model that has been developed in this project, which contain aspects of the new outcomes based on education. During the process a selection of media has also been made, ranging from what would be applicable in a school that is fairly adequately equipped with media, to schools that are only partially equipped with media. The study is concluded with a synthesis of all the findings as set out in chapters one through four, where the applicable guidelines for the teaching of history are confirmed. / Thesis (MEd (Vakdidaktiek))--PU vir CHO, 1997

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