HI 475 History of the Republic of South Africa

Spring 2021 Dr. Liz Timbs Online Synchronous email: [email protected] Time: TR 1:30-2:45 Office: 258 Withers Hall Office Hours: By appointment [link]

This is a web course, combining asynchronous and synchronous instruction. All lecture content will be pre-recorded and posted in advance. Starting Sunday, January 24th, lecture content will be posted by 5pm on Sunday for the subsequent week. Given the limitations and exhaustion inherent in using Zoom for course meetings, although this course was initially scheduled to meet twice weekly, we have opted instead to meet once a week. You are required to attend 15 synchronous course meetings on Zoom, from 11:45am-1:00pm:

1. Thursday, January 21st 9. Thursday, March 18th 2. Thursday, January 28th 10. Thursday, March 25th 3. Thursday, February 4th 11. Thursday, April 1st 4. Thursday, February 11th 12. Thursday, April 8th 5. Thursday, February 18th 13. Tuesday, April 13th 6. Thursday, February 25th 14. Thursday, April 22nd 7. Thursday, March 4th 15. Thursday, April 29th 8. Thursday, March 11th

We will be using the course Moodle site and NCSU email for all communication.

COURSE DESCRIPTION In 1966, Robert Kennedy travelled to South Africa and, during an address to a crowd in Cape Town, expressed his “deep interest and affection for a land settled by the Dutch . . . taken over by the British, and at last independent.” He explained that this was a land “in which the native inhabitants were at first subdued, but relations with them remain a problem to this day; a land which defined itself on a hostile frontier . . . a land which once imported slaves, and now must struggle to wipe out the last traces of that former bondage.” He then surprised the audience, who assumed he was speaking about South Africa, by saying, “I refer, of course, to the United States of America.”

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As Kennedy’s summary of 500 years of history suggests, studying South Africa’s past provides us an opportunity to consider a history that, from some angles, looks very much like that of the United States and, from others, looks very different. We will see that South Africa provides a lens for better understanding the rise of African and European empires, the origins of socioeconomic inequality, racism and race relations, transitional democracy, restorative justice, and social movements. And we will also see that South Africa is a place (like every other), where people live, die, love, have families, go to school, express themselves creatively, and seek to improve their lives – but in ways shaped by history and their particular circumstances.

This course considers this history through intensive reading and writing about the events and production of the South African past. It is only ‘a’ history of South Africa because it does not (and cannot) cover everything. Through examining primary sources, key historical scholarship, and original historical research, students will acquire a working knowledge of South Africa. Moreover, since South African history, as Kennedy’s address indicates, encapsulates global processes of transformation – from European imperialism to settler colonialism to industrialization and urbanization to nationalism and segregation to violence and inequality – students will develop insights into the variety of experiences that created the modern world.

COURSE OBJECTIVES As an advanced course in your development as a scholar of history, the seminar will provide a structure for you to produce a piece of original research scholarship. Over the course of the semester, scholars will learn to: – Identify the various histories, issues, and debates concerning the varied forces that defined and shape South African historiography. – Use the readings to think broadly about historical and contemporary issues relevant to South Africa. – Practice research methods and interpretation of primary sources for the field of history. – Understand the importance of ethical and epistemological dilemmas in the shaping of historical writing. – Refine their research, writing, and presentation skills through the completion of a final research paper and oral presentation.

COURSE MATERIALS Required Texts: o Mohamed Adhikari, The Anatomy of a South African Genocide: The Extermination of the Cape San Peoples, Ohio University Press, 2011* o Iris Berger, South Africa in World History, Oxford University Press, 2009* o Clifton Crais and Thomas McClendon, The South Africa Reader: History, Culture, Politics, Duke University Press, 2013* o Jacob Dlamini, Native Nostalgia, Jacana, 2009*

Recommended Texts: o Kate L. Turabian, A Manual for Writers of Research Papers, Theses, and Dissertations, Ninth Edition: Chicago Style for Students and Researchers, University of Chicago Press, 2018.

*Texts denoted with an asterisk (*) are available digitally through the NCSU Library* **Additional course materials will be made available on Moodle**

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A NOTE ON LEARNING (IN UNPRECEDENTED TIMES) The COVID-19 pandemic is far from over. People from many parts of our city, state, country, and the world are still suffering from the public health crisis with minimal support and resources. We are fortunate to be able to meet as a class, albeit remotely, to resume learning during this unusual time. As we pursue learning together, I strive to keep the following guiding principles (inspired by the Chronicle of Higher Education):

o Put people first: As we learn the stories of peoples in South Africa, I hope we practice empathy and are cognizant that our own day-to-day life can be impacted by others whose lives may differ drastically from our own. o Stay Informed: We will keep ourselves educated about the development of the public health situation and make informed decisions about our personal, social, and professional lives. o Communicate early and often: Even when we are physically and socially distanced to help stop the spread of the virus, we can remain connected through various communication platforms. Always reach out if you need anything to support your learning and well-being. o Celebrate accomplishments: Any accomplishments, major or minor, during this time is a testament to your dedication and perseverance. We will enable a culture of celebration in this course. Share with me your successes (and failures) and I am glad to celebrate them with you or develop plans to succeed in the future. o Take care of yourself: Get enough rest, food, exercise, and anything you need to help maintain a positive mood and good mental and physical health If you don’t feel well, do not force yourself through the course work. Let me know so we can work out alternatives together.

ASSIGNMENTS AND GRADING All requirements must be completed to receive credit. Extensions will only be granted in emergency situations. There will be no incompletes given. In order to chart our progress towards our course objectives, evaluation will draw from seven areas:

Class Participation: To get full credit for attendance and participation, you must do the following: 1. Watch all recorded lectures (Moodle allows Dr. T to check that you have done so). 2. Attend all live discussions. Just as in a physical classroom, full attendance in a digital course means that you pay attention throughout the discussion. Dr. T prefers that you turn on your camera, and mute your mic when you are not speaking. If you need to step away from your computer, please note that in the chat screen. 3. Come to live discussions prepared to actively participate.

Reading Response Papers: Each week, you will submit a paper responding to the week’s reading. Your response should be written in 12-point font with 1” margins, double-spaced and two pages in length (app. 500-700 words). Though your first couple of responses may go beyond 700 words if needed, please not that concision is an important goal of this assignment. Since you will only be using course materials, you do not need to include a Works Cited page.

What is the aim of a response paper for this course? These are not stream of consciousness assignments. A response paper is your reaction to the week’s readings. They should briefly demonstrate your understanding of important themes in the readings and articulate your informed critical reactions to the readings. A response paper is not a summary of the readings. In each response paper, you should

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aim to ask questions of the assigned readings, questions to help clarify and deepen your understanding of the main themes in those articles or chapters: – Interrogate the texts. What is the purpose? What is the main question posed? What is the thesis? What makes this piece of writing significant—or not? – Make connections between these readings and other course materials, ideas from other course work, or your own intellectual concerns. – A good response paper should make an argument about the readings. – To sharpen your analysis of the readings, identify those elements of the main argument that particularly engage your interest. – ASK QUESTIONS! CRITIQUE! – Engage all of the week’s readings o Making such connections does not mean trying to provide a balanced discussion of all of the readings. The brevity of the assignment precludes that approach. o One smart way to discuss multiple readings effectively in a single brief response paper is to focus on one of the readings (whether an article, a chapter or chapters, or a book) and then bring in other texts in relation to it. o Another approach is to pose a single, central question that allows you to analyze multiple readings in relation to each other around a single puzzle.

Map Quiz: To provide a baseline understanding of South Africa’s geography, students will take a short map quiz covering South Africa’s provinces, major cities, and key geographic features. This quiz will be taken virtually during Week 2 and is due by 1:30pm on Thursday, January 28th (Week 2).

Primary Source Analysis: Primary source analysis should be 4 pages in length. Ideally this would be a source you included in your selected bibliography and will serve as the start of your research paper. Detailed guidelines will be administered ahead of time. You should submit your primary source analysis on Moodle by 5:00pm on Friday, February 19th (Week 5).

Research Paper Proposal with Annotated Bibliography: Students will submit a research proposal of one page detailing their central question, their source base, and the broader significance of their chosen project, and an annotated bibliography featuring at least twelve primary and secondary sources. You should submit your proposal and bibliography on Moodle by 5:00pm on Friday, March 5th (Week 7).

Outline: Students will generate and submit an outline of their paper, consisting of the full introductory paragraph for their final paper, with topic sentences for each additional paragraph. Your introductory paragraph should provide a clear sense of your paper’s topic and argument. You may add more details and information about your plans if you like, but the introductory paragraph and topic sentences form the bulk of your outline. We will workshop these introductory paragraphs during class. You should submit your outline on Moodle by 5:00pm on Friday, March 26th (Week 10).

In-class Presentation (10%): Students will give an oral presentation of their research topic. It should be no more than 10 minutes in length. You must be prepared to answer questions from your colleagues and Dr. Timbs. These presentations will take place in class on Wednesday, April 29th (Week 15).

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Research Paper (35%): One of the primary goals of this course will be the design, research and production of a work of original scholarship focused on the history of South Africa. For some potential resources to use as your source base, please visit: https://liztimbs.atavist.com/ digitalsahistoryresources. Students will complete a 15-20 page (4500-6000 words, 12 point, double- spaced) research paper due at the end of the course. • Rough drafts are due by 5pm on Friday, April 9th (Week 12). You must schedule a meeting with Dr. T during Week 13 to discuss your rough drafts. • Final drafts are due by 5pm on Friday, April 30th (Week 15).

Grading Criteria Any concerns about grades or course progress must be conducted “in person” on Zoom, not over phone or email. If office hours do not work for you, I am happy to schedule an appointment. Final grades will be based on the following breakdown:

Class Participation and Reading Response Papers 20% of final grade Map Quiz 5% of final grade Research Paper Proposal and Annotated Bibliography 15% of final grade Primary Source Analysis 10% of final grade Outline 10% of final grade In-Class Presentation 10% of final grade Research Paper 30% of final grade

The grading scale is as follows. I do not round up grades:

A+ = 98-100 C+ = 77-79 A = 93-97 C = 73-76 A- = 90-92 C- = 70-72 B+ = 87-89 D+ = 67-69 B = 83-86 D = 63-66 B- = 80-82 D- = 60-62 F = Below 60

Attendance Policy: I normally have a formal unexcused/excused absence policy, but let’s be perfectly clear: we are in the middle of a world-altering pandemic and we’re all going to have to find some form of grace with each other in the midst of it. If you need extensions, or if you must be absent, we can work on that. We’re all trying our best here. My only formal attendance rule this semester is NO GHOSTING.

Academic Honesty: Plagiarism occurs when a writer deliberately passes off another’s words or ideas without acknowledging their source. If you plagiarize in this class, you will fail the assignment on which you are working and your case may be passed on for additional disciplinary action as a violation of the university’s Academic Integrity Policy [link].

Accessibility and Accommodation: Reasonable accommodations will be made for students with verifiable disabilities. In order to take advantage of available accommodations, students must register with the Disability Resource Office at Holmes Hall, Suite 304, 2751 Cates Avenue, Campus Box

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7509, 919-515-7653. For more information on NC State’s policy on working with students with disabilities, please see: Academic Accommodations for Students with Disabilities Regulation (REG02.20.01).

Electronically-hosted Course Materials: Students may be required to disclose personally identifiable information to other students in the course, via electronic tools like email or web postings, where relevant to the course. Examples include online discussions of class topics, and posting of student coursework. All students are expected to respect the privacy of each other by not sharing or using such information outside the course.

NC State Policies, Regulations, and Rules (PRR): Students are responsible for reviewing the PRRs which pertain to their course rights and responsibilities. These include: • Equal Opportunity and Non-Discrimination Policy [link] • Office for Institutional Equity and Diversity [link] • Code of Student Conduct [link] • Grades and Grade Point Average [link] • Credit Only Course [link] • Audits [link] • Incompletes [link]

******************************************************************************************* COURSE SCHEDULE

This schedule is a proposed beginning course of action – it is structured to change with the interests of the students enrolled. Dates, reading assignments, and lecture topics are subject to change with notice and agreement by a majority vote of the class.

Week 1: Siyakwemukela eNingizimu Afrika!/Welcome to South Africa!! January 19th-January 22nd Thursday 01.21 (1:30-2:45pm): Live Discussion – Readings: o Review syllabus o Chris Lowe, “Talking About Tribe” (1997) o Binyavanga Wainaina, “How to Write About Africa,” Granta (2005) [link] – Assignments: o No Reading Response due this week o Study for Map Quiz (Week 2)

Week 2: Climate, Culture and Change in Ancient South Africa January 25th-January 29th Thursday 01.28 (1:30-2:45pm): Live Discussion – Readings: o Berger, “Ancestors” in South Africa in World History (2009), 1-21 o Crais and McClendon, South Africa Reader (2014), 9-19; 26-32 o Jill Kelly, “Ukukhonza in the Late Iron Age and the Rise of States,” in To Swim with Crocodiles: Land, Violence, and Belonging in South Africa (2018), 5-15 – Assignments:

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o Reading Response due by 1:30pm on Wednesday 01.27 o Map Quiz due by 1:30pm on Thursday 01.28

Week 3: Colonization and Conflict in the Early Cape February 1st-February 5th Thursday 02.04 (1:30-2:45pm): Live Discussion – Readings: o Iris Berger, “Bitter Almond Hedges: Colonization, Servitude, and Slavery” in South Africa in World History (2009), 22-38 o Crais and McClendon, South Africa Reader (2014), 33-63; 69-75 o Julia Wells, “Eva’s Men: Gender and Power in the Establishment of the Cape of Good Hope, 1652-74,” The Journal of African History 39, 3 (1998): 417-437 o Nigel Worden, “Indian Ocean Slaves in Cape Town, 1695-1807,” Journal of Southern African Studies 42, 3 (2016): 389-408 – Assignments: o Reading Response due by 1:30pm on Wednesday 02.03 o Schedule a meeting with Dr. T to discuss research projects

Week 4: The Impact of Colonization on the Cape February 8th-February 12th Thursday 02.11(1:30-2:45pm): Live Discussion Tuesday 02.09: Wellness Day (No classes) – Readings: o Crais and McClendon, South Africa Reader (2014), 66-68 o Mohamed Adhikari, The Anatomy of a South African Genocide (2011) o Michael Besten, “‘We are the original inhabitants of this land’: Khoe-San identity in post- South Africa,” in Burdened by Race: Coloured Identities in Southern Africa (2009): 134-155 – Assignments o Reading Response due by 1:30pm on Wednesday 02.10

Week 5: British Colonial Rule February 15th-February 19th Thursday 02.18 (1:30-2:45pm): Live Discussion – Readings: o Iris Berger, “New Frontiers” in South Africa in World History (2009), 39-64 o Crais and McClendon, South Africa Reader (2014), 20-25; 75-83; 87-99; 103-112; 141- 145 o Carolyn Hamilton, “‘The Character and Objects of Chaka’: A Reconsideration of the Making of as ‘’ Motor,” Journal of African History 33, 1 (1992): 37-63 o Leonard Thompson, “The Covenant,” in The Political Mythology of Apartheid (1985), 144-188 – Assignments: o Reading Response due by 1:30pm on Wednesday 02.17 o Primary Source Analysis due by 5pm on Friday 02.19

Week 6: The Mineral Revolution, South African War and the Union of South Africa February 22nd – February 26th

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Thursday 02.25 (1:30-2:45pm): Live Discussion – Readings: o Iris Berger, “Minerals, War, and Unification” in South Africa in World History (2009), 65-84 o Crais and McClendon, South Africa Reader (2014), 123-140; 146-159; 160-195; 219-222 o Robert Vinson, “Sea Kaffirs, American Negroes and the Gospel of Garveyism in Early 20th Century Cape Town,” Journal of African History, 2006, 281-303 – Assignments: o Reading Response due by 1:30pm on Wednesday 02.24

Week 7: Black Politics in Segregationist South Africa March 1st-March 5th Thursday 3.04 (1:30-2:45pm): Live Discussion – Readings: o Iris Berger, “Worlds Apart: A New Racial Divide,” in South Africa in World History (2009), 85-108 o Crais and McClendon, South Africa Reader (2014), 197-218; 223-278 o Heather Hughes, “Doubly Elite: Exploring the Life of John Langalibalele Dube,” Journal of Southern African Studies 27, 3 (2001): 445-458 – Assignments: o Reading Response due by 1:30pm on Wednesday 03.03 o Research Proposal and Annotated Bibliography due by 5:00pm on Friday 03.05

Week 8: From Segregation to Apartheid March 8th-March 12th Thursday 03.11 (1:30-2:45pm): Live Discussion – Readings: o Berger, “Nationalisms in Conflict: The Rise of Apartheid,” in South Africa in World History (2009), 109-125 o Crais and McClendon, 248-300; 305-320; 325-344 o Saul Dubow, “Afrikaner Nationalism, Apartheid and the Conceptualization of 'Race',” Journal of African History 33, 2 (1992): 209-237 – Watch: o Come Back Africa [link] – Assignments: o Reading Response due by 1:30pm on Wednesday 03.10

Week 9: Anti-Apartheid Politics in the 1960s March 15th-March 19th Thursday 03.18 (1:30-2:45pm): Live Discussion – Readings: o Iris Berger, “‘No Easy Walk to Freedom’” in South Africa in World History (2009), 126- 148 o Crais and McClendon, South Africa Reader (2014), 301-304; 320-324; 345-355; 357-360 o Stephen Ellis, “The Genesis of the ANC’s Armed Struggle in South Africa, 1948- 1961,” Journal of Southern African Studies 37, 4 (2011): 657-676

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o Scott Everett Cooper, “‘An Embarrassment to the Congresses?’: The Silencing of Chief Albert Luthuli and the Production of ANC History,” Journal of Southern African Studies 35, 2 (2009): 331-348 o Robert Trent Vinson and Benedict Carton, “Albert Luthuli's Private Struggle: How an Icon of Peace Came to Accept Sabotage in South Africa,” The Journal of African History 59, 1 (2018): 69-96 – Assignment: o Reading Response due by 1:30pm on Wednesday 03.17

Week 10: Anti-Apartheid Politics and Black Activism in the 1970s March 22nd-March 26th Thursday 03.25 (1:30-2:45pm): Live Discussion – Readings: o Crais and McClendon, South Africa Reader (2014), 361-444 o Steve Biko, “Black Consciousness and the Quest for a True Humanity” (1978) o Leslie Hadfield, “Can We Believe the Stories about Biko? Oral Sources, Meaning, and Emotion in South African Struggle History,” History in Africa 42 (2015): 239-263 o Dan Magaziner, “‘Black Man, You Are on Your Own!’: Making Race Consciousness in South African Thought, 1968-1972,” The International Journal of African Historical Studies 42, 2 (2009): 221-240 – Assignments: o Reading Response due by 1:30pm on Wednesday 03.24 o Outline due by 5:00pm on Friday 03.26

Week 11: The Global Struggle against Apartheid March 29th-April 2nd Thursday 04.01 (1:30-2:45pm): Live Discussion – Readings: o Louise Meintjes, “Paul Simon's Graceland, South Africa, and the Mediation of Musical Meaning,” Ethnomusicology 34, 1 (1990) o Håkan Thörn, “The Meaning(s) of Solidarity: Narratives of Anti-Apartheid Activism,” Journal of Southern African Studies 35,2 (2009): 417-436 o Robert Trent Vinson, “Up from Slavery and Down with Apartheid! African Americans and Black South Africans against the Global Color Line,” Journal of American Studies 52, 2 (2018): 297-329 – Watch: o Amandla! A Revolution in Four-Part Harmony [link] – Assignments: o Reading Response due by 1:30pm on Wednesday 03.31

Week 12: Growing Pains of Democracy April 5th-April 9th Thursday 04.08 (1:30-2:45pm): Live Discussion – Readings: o Iris Berger, “Democracy and Its Discontents” in South Africa in World History (2009), 149-164 o Crais and McClendon, South Africa Reader (2014), 445-489; 495-504

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o Verne Harris, “‘They Should have Destroyed More’: The Destruction of Public Records by the South African State in the Final Years of Apartheid, 1990-1994,” paper presented at the conference TRC: Commissioning the Past (1999) – Watch: o Long Night’s Journey Into Day (link) – Assignments: o Reading Response due by 1:30pm on Wednesday 04.07 o Rough draft due by 5pm on Friday 04.09

Week 13: The Rainbow Nation (?) April 12th-April 16th Tuesday 04.13 (1:30-2:45pm): Live Discussion Thursday 04.15: Wellness Day (No Class!) – Readings: o Crais and McClendon, South Africa Reader (2014), 490-494; 505-508; 515-536; 561- 572; 578-581 o Benedict Carton, “Why is the 100% Zulu Boy so Popular? The Politics of South African President Jacob Zuma,” Concerned African Scholars Bulletin 84 (2010): 34-38 o Mark Hunter, “The Materiality of Everyday Sex: Thinking beyond ‘prostitution’,” African Studies 61, 1 (2002): 99-120 o Samantha Power, “The AIDS Rebel,” The New Yorker, May 19, 2003 o “Forum on the 2010 World Cup: Perspectives from South African Practitioners,” in Africa’s World Cup: Critical Reflections on Play, Patriotism, Spectatorship, and Space (2013) – Assignments: o No reading response due this week! o Schedule a meeting with Dr. T to discuss your rough draft

Week 14: The Past is Present: South Africa Today April 19th-April 23rd Thursday 04.22 (1:30-2:45pm): Live Discussion – Readings: o Crais and McClendon, South Africa Reader (2014), 537-546 o Jacob Dlamini, Native Nostalgia (2009) o Daniel Magaziner and Sean Jacobs, “The End of South African Exceptionalism,” The Atlantic (2012) [link] – Watch: o South Africa, the Post-Apartheid Generation [link] – Assignments: o Reading Response due by 1:30pm on Wednesday 03.31

Week 15: In-Class Presentations! April 26th-April 30th Thursday 04.29 (1:30-2:45pm): Live Discussion

– Assignments: o In-Class Presentations o Final Paper due by 5:00pm on Friday 04.30

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