UNIVERSITY OF CAPE TOWN

DEPARTMENT OF

SOCIOLOGY

SELF-REVIEW

PORTFOLIO

Volume 2

Appendices

APPENDIX 1:

Interdisciplinary Research Methods and Sociology

- A Review1

by Jacques de Wet

1. Introductory note

This report reflects on Interdisciplinary Research Methods (IRM) from the

perspective of the Department of Sociology. It focuses on the contribution Sociology

makes to IRM and the ways in which IRM serves the Department of Sociology and its

postgraduate students. The report makes observations about IRM that also apply to the

other participating departments.

The report is organised as follows:

(i) Historical background,

(ii) Structure and aims,

(iii) Sociology – one of eight departments teaching IRM,

(iv) Registration figures: 2004-2006,

(v) The home departments of students taking IRM modules offered by

Sociology,

(vi) IRM modules that Sociology students take,

(vii) Critical reflections, and

(viii) Suggested improvements.

2. Historical background

IRM was launched in 2001, subsequent to a feasibility study by David Cooper and

extensive discussions within the Faculty of Humanities in 2000, which elicited

support from the Graduate Programmes committee (GRAPRO) and the Graduate

School Academic Board. The aim of IRM was noted at a meeting of the Graduate

School Academic Board on 15 June 2000:

The proposed course aimed to assist departments in providing essential research methods

training to all graduate students of the Faculty. It was recognised that some departments

already had their own courses in place, but there remained a need to support other

departments that offered some, but not all, of the teaching required. The course has been

proposed in modular form, to be as flexible as possible, in order to enable departments,

programmes, and individual students to select from appropriate modules to make up a

research course (or part of such a course).

David Cooper in his report on the feasibility of IRM, which was presented to

GRAPRO, said that within the Faculty there was “general enthusiasm for the basic

idea of a set of Honours course research modules, offered by the Graduate School on

behalf of a number of departments. Not a single person opposed the idea”. (Source:

Letter to Professors De Gruchy & Snyman, GRAPRO, dated 18 February 2000)

1 This report was produced by Jacques de Wet with contributions from Zimitri Erasmus and Owen

Crankshaw.

Following the recommendation of the Graduate School Academic Board, a committee

was formed. It comprised representatives from departments which were interested in

their students doing research methods and lecturers who had offered to teach the IRM

modules. This IRM committee reports to GRAPRO.

The Department of Sociology has been at the forefront of IRM from its inception in

2001. Representatives from the Sociology Department and from nine other

departments, namely the African Gender Institute, Anthropology, Environmental &

Geographical Studies, History, Information and Library Sciences, Political Studies,

Psychology, Religious Studies and Statistical Sciences constitute the committee which

oversees IRM.

A year after the commencement of the first IRM course, which was designed mainly

for Honours students, Advanced Interdisciplinary Research Methods for Masters and

PhD students was added.

3. Structure and aims

IRM comprises two courses: one at the Honours level and another at the Masters

level.

The Honours course in Interdisciplinary Research Methods is for students with little

or no experience of conducting social research. For this course students choose any

four research methods modules from the suite of Honours modules. Each module

consists of 9 hrs contact teaching spread over three weeks.

The Masters course in Advanced Interdisciplinary Research Methods is for Masters or

PhD students who have already completed an Honours course in research methods

and now require more advanced training. For this course students choose any two

elective modules from the suite of Masters modules. Each module consists of 18 hrs

contact teaching spread over six weeks.

The Honours course aims to give students the opportunity to:

familiarise themselves with the various stages in a research process,

begin to learn a range of skills which are used in research,

begin to explore different approaches to research, methods of collecting data

and techniques of analysing data, and

develop the ability to analyse and assess research projects critically.

The Masters course aims to give students in-depth training in research

methods/methodologies that they plan to use in their own Masters or PhD theses.

4. Sociology – one of eight departments teaching IRM

Sociology has teamed up with the African Gender Institute, Anthropology, History,

Political Studies, Religious Studies, Psychology and Statistical Sciences to offer a

total of 26 modules – 17 at the Honours level and nine at the Masters level. Of the

total of 26, the Department of Sociology offers a mixture of eight qualitative and

quantitative research methods modules – six Honours modules and two Masters

modules.

With the exception of one lecturer, the 17 staff members who taught the various

modules in 2006 have done so since 2001, when IRM was launched. Most of these

lecturers are senior academics. Eight are professors, four are associate professors,

three are senior lecturers, and two are lecturers. This demonstrates a high level of

commitment from senior Faculty members to IRM and to the training of

postgraduates in research methods.

5. Registration figures: 2004-2006

According to the Humanities Graduate School records, a total of 131 students

registered for the Honours and Masters IRM courses in 2004, 134 in 2005 and 136 in

2006. Small numbers were from African Studies, Architecture, Civil Engineering,

Chemical Engineering, Creative Writing, Drama, Education, Film & Media, Health

Sciences, Music, Religious Studies, Psychology, Social Work, but substantial

numbers were from the African Gender Institute, Criminology, Environmental and

Geographical Sciences, Demography2, Political Studies and Sociology, all of which

require their students to register for the Honours course in IRM.

Table 1 below shows that substantial numbers of students register for the modules

offered by the Department of Sociology. This applies to most of the Honours

modules. We comment on the size of the classes below under “Critical reflections”.

The same cannot be said of the Masters modules. Table 2 below shows that, compared

to the Honours level, fewer modules are offered at the Masters level and far fewer

students register for these modules. We comment on this below under “Critical

reflections”.

Table 1: Honours Modules indicating class sizes (2004-2006)

Modules Department 2004 2005 2006

Gender Analysis in the Design & Implementation

of Research Projects

African Gender

Institute

14 26 29

Ethnographic Approaches to Socio-cultural

Research

Anthropology 32 42 20

Archives and Historical Method Historical Studies 6 0 0

Use of Documentary Sources Historical Studies 28 34 40

Public Opinion Analysis Political Studies 14 n/o 11

Critical Analysis Political Studies 20 23 3

Conceptual Analysis Political Studies 8 8 n/o

Comparative Analysis and Case Studies Political Studies 31 32 30

Questionnaire and Sample Design (See note

below)

Political Studies 13 n/o n/o

Understanding Power Relations in Researching

the Other

Religious Studies 23 26 31

Introduction to Social Research Sociology 103 113 106

Focus Group Interviews as Qualitative Research Sociology 33 35 38

Social Statistics Part 1 Sociology 22 42 26

Computer Assisted Qualitative Data Analysis Sociology 24 34 49

Questionnaire Design & Data Processing Sociology n/o 24 20

Sample Design for Questionnaire Surveys Sociology n/o 16 15

Social Statistics Part 2 Statistical Sciences 6 10 14

2 Demography is a programme in Management Studies.

Notes:

1) „Questionnaire and Sample Design‟ was offered in 2005 as a substitute for „Questionnaire Design and Data

Processing‟ and „Sample Design for Questionnaire Surveys‟, which were not offered that year because the lecturer

was on sabbatical.

2) N/o - means not offered that year

Table 2: Masters Modules indicating class sizes (2004-2006)

Modules Department 2004 2005 2006

Gender Research Methodologies African Gender

Institute

0 0 12

Ethnographic Research Methods and

Methodology

Anthropology 0 1 3

Writing the Thesis/Dissertation Using

Documentary, Archival and Internet

Historical Studies 0 0 0

Advanced Public Opinion Analysis Political Studies 0 0 2

Discourse Analysis and Ideology Political Studies 0 0 2

Introduction Programme Evaluation Psychology 7 3 1

In-depth Interviewing and Analysis Sociology 8 6 7

Quantitative Analysis of Household Survey Data Sociology n/o 3 4

Advanced Social Statistics Statistical Sciences 5 2 2

Note: n/o means not offered that year

6. Home departments of students taking the modules offered by Sociology

Table 3 below shows the home departments of students taking the modules offered by

Sociology. Some patterns have emerged over the years that tell us who are taking the

Sociology modules.

Introduction to Social Research is recommended for all students, so obviously most

students who register for IRM take this module. With the exception of Criminology,

students from the African Gender Institute, Environmental and Geographical

Sciences, Demography, Political Studies and Sociology consistently take the Honours

modules offered by Sociology. Table 3 shows that:

Focus Groups as Qualitative Research attracts students from the African

Gender Institute, Environmental and Geographical Sciences, Political

Studies, Sociology and, in 2006, Criminology.

Questionnaire Design and Data Processing in Surveys draws students from

Environmental and Geographical Sciences, Demography and Sociology.

Sample Design for Surveys has students from mainly Demography and

Sociology.

Social Statistics Part 1 is the choice of students from Environmental and

Geographical Sciences, Political Studies, Sociology and a number other

departments.

Computer Assisted Qualitative Data Analysis is taken by students from all

departments except Demography.

Table 3: Home departments of students registered for research methods modules

offered by Sociology (2004-2006)

Module AGI CRIM EGS DEMOG POL SOC Others Total

Introduction to

Social Research

2004 9 11 9 6 32 18 18 103

2005 13 9 9 4 31 40 7 113

2006 6 9 10 2 31 42 6 106

Focus Groups as

Qualitative Research

2004 6 5 6 3 9 4 33

2005 9 3 3 19 1 35

2006 3 8 1 4 21 1 38

Questionnaire Design

and

Data Processing in

Surveys

2004 - - - - - - - -

2005 1 1 3 4 1 12 2 24

2006 2 4 13 1 20

Sample Design for

Surveys

2004 - - - - - - - -

2005 1 3 4 2 4 2 16

2006 4 1 10 15

Social Statistics 1 2004 1 1 8 8 4 22

2005 1 5 15 17 4 42

2006 5 9 9 3 26

Computer Assisted

Qualitative Data

Analysis

2004 3 3 3 3 8 4 24

2005 1 3 3 6 16 5 34

2006 2 1 7 15 17 7 49

In-depth Interviewing

and Analysis

2004 1 3 4 8

2005 1 3 2 6

2006 1 5 1 7

Quantitative Analysis

of Household Survey

Data

2004 - - - - - - - -

2005 1 2 3

2006 4 4

Notes:

1) Others include: African Studies, Architecture, Civil Engineering, Chemical Engineering, Creative Writing,

Drama, Education, Film & Media, Health Sciences Music, Religious Studies, Psychology, Social Work, and

Occasional Students

2) In 2004 Questionnaire Design & Sample Design were not offered because the lecturer was on sabbatical.

Some of the Sociology programmes require their students to take research methods

modules offered by the Sociology Department and this might explain why students

from Sociology tend to dominate these classes – sometimes constituting over 50% of

the students taking these modules. The only exceptions are Social Statistics Part 1 and

Computer Assisted Qualitative Data Analysis, which also have relatively large

numbers of students from the Political Studies Department.

At the Masters level In-depth Interviewing and Analysis draws students mainly from

Political Studies and Sociology, whereas Quantitative Analysis of Household Survey

Data mainly attracts Sociology students.

By participating in IRM, Sociology affords the students that take its modules the

opportunity to learn about research methods like Questionnaire Design or Focus

Group Interviews, without preventing them from taking modules offered by the other

participating departments. One of the strengths of IRM is that, within a single course,

it gives students the opportunity to mix and match research methods modules offered

by a number of different departments and by lecturers who are specialists in the use of

Ho

no

urs

M

ast

ers

the research methods they teach. Before IRM was launched, Sociology students were

restricted to taking only research methods courses offered by Sociology, and students

were not likely to have taken modules like Gender Analysis in the Design and

Implementation of Research Projects offered by the African Gender Institute, or

Ethnographic Approaches to Socio-cultural Research offered by Anthropology, or

Documentary Sources and Skills offered by History (see Section 7 below).

7. IRM modules taken by Sociology students

Students enrolled in certain Sociology programmes (e.g. Honours/Masters

Programmes in Sociology, Honours/Masters in Social Research & Social Theory) are

required to take the Honours or Masters research methods modules offered by

Sociology. However, other programmes in the Department of Sociology (like

Honours/Masters in Workplace Change and Labour Law and Honours/MPhil in

Diversity Studies) allow their students to choose from a wider range of research

methods modules that make up IRM. Their choices are normally dictated by the

research methods they plan to use in their dissertations.

Table 4 below shows that, in addition to research methods modules offered by

Sociology, significant numbers of Honours students in the Department Sociology take

the following modules offered by other departments:

Gender Analysis in the Design and Implementation of Research Projects

(offered by the African Gender Institute)

Documentary Sources and Skills (offered by Historical Studies)

Understanding Power Relations in Researching the Other (offered by

Religious Studies)

Ethnographic Approaches to Socio-cultural Research (offered by

Anthropology)

Social Statistics Part 2 (offered by Statistical Sciences).

Table 5 below shows that, in addition to research methods modules offered by

Sociology, Masters students in the Department of Sociology tend to take the following

modules offered by other departments:

Documentary Sources and Skills (offered by Historical Studies)

Introduction to Programme Evaluation (offered by Psychology)

Understanding Power Relations in Researching the Other (offered by

Religious Studies)

Ethnographic Methods and Methodology (offered by Anthropology)

Social Statistics Part 2 (offered by Statistical Sciences)

Advanced Social Statistics (offered by Statistical Sciences)

Table 4: Modules taken by Sociology students registered for Interdisciplinary Research methods (Honours Level) (2004-2006) SOC4

Intro

Social

Research

AGI4

Gender

Analysis

in

Design

of

Research

HST4

Doc

Sources

POL4

Comparative

Analysis &

Case Studies

POL4

Critical

Analysis

POL4

Public

Opinion

POL4

Conceptual

Analysis

POL4

Questionnaire

& Sample

Design

REL4

Researching

the Other

SAN 4

Ethno

Approaches

SOC4

Focus

Group

Interviews

SOC4

Question.

Design

SOC4

Sample

Design

SOC4

Social

Stats

1

SOC4

Computer

Assisted

Quali

Data

Analysis

STA4

Social

Stats

2

Soc (3)

2004

(11)

2 2 2 1 2 2 1

Soc –

interd

11 2 4 3 3 9 5 7 1

Soc (14)

2005

(35)

10 2 3 1 2 2 5 4 3 1 5 2

Soc –

interd

27 8 3 4 9 1 6 16 15 8 1 13 10 2

Soc (19)

2006

(18)

17 4 2 1 13 9 7 4 11 2

Soc –

interd

17 8 2 1 2 1 9 4 8 4 3 3 4 3

Table 5: Modules taken by Sociology students registered for Advanced Interdisciplinary Research Methods (Masters Level) (2004-2006) SOC4

Intro

Social

Research

AGI4

Gender

Analysis

in

Design

of

Research

HST4

Doc

Sources

POL4

Comparative

Analysis &

Case Studies

POL4

Critical

Analysis

POL4

Public

Opinion

PSY5

Programme

Evaluation

REL4

Researching

the Other

SAN 4

Ethno

Approaches

SAN5

Ethno

Method.

SOC4

Social

Stats

1

SOC4

Computer

Assisted

Quali

Data

Analysis

SOC5

In-depth

Interviewing

& Analysis

SOC5

Quant.

Analysis

Hsehold

Survey

Data

STA4

Social

Stats

2

STA5

Advanced

Social

Stats

Soc (1)

2004

(6)

1 1 1 1

Soc –

interd

5 1 1 1 2 1 1 3 1 2

Soc (3)

2005

(2)

3 1 1 1 1 1 1

Soc –

interd

1 1

Soc (1)

2006

(8)

1 1 1

Soc –

interd

6 1 1 1 1 1 1 1 2 3 4 2 1

Note: Masters students must take at least one 6-week module at the Masters level. They are permitted to substitute the second Masters module with two 3-week Honours modules.

8. Critical reflections

In this section we reflect critically on IRM from the perspective of Sociology. Here we are guided

by the following questions regarding IRM, which, over the past few years, have been raised by

colleagues in the Department of Sociology:

Is Introduction to Social Research not too much of an introductory module and is the

academic level more suitable for undergraduates than Honours students? (This question

was originally raised by an external examiner.) Is this introductory module necessary?

Should it not be removed? If it is retained, then should the academic content not be on a

par with the other Honours research methods modules?

How can greater attention be given to Research Design?

How can the knowledge about research methods be linked to the students‟ dissertations

and anchored in the disciplines in which the students are located?

Students have to choose their research methods modules at the beginning of March, but

have they given sufficient thought to their dissertations at this time of the year, so that

their choice of research methods modules matches the research methods they plan to use

in their dissertations?

Are the Honours modules offered by Sociology not oversubscribed and classes too big

for quality interactive teaching?

Is three weeks – the length of the Honours modules – too little time for an introduction

to a research method?

Should staff in Sociology teach Social Statistics 2 and Advanced Social Statistics, or

should these modules be taught by staff from the Department of Statistical Sciences?

Do the consistently small numbers of students registering for the Masters modules

warrant the continuation of Advanced Interdisciplinary Research Methods?

Do the advantages of Sociology students participating in IRM outweigh the

disadvantages? Would the students in Sociology not be better off being taught research

methods in the Department?

In response to the concerns about the academic level of Introduction to Social Research, IRM has

significantly changed aspects of what is taught. Research design issues have been included,

student assessment has been adjusted to an Honours level, and the assessment is linked to the

students‟ research proposals. Introduction to Social Research plays an important role in IRM,

though: among other things, it showcases a wide range of research methods, for example,

methods of collecting and analysing data, and links them to the process of social research.

Without this overview of „the big picture‟ that is social research, the individual research methods

modules, which follow on from Introduction to Social Research, could remain quite disconnected

from the research process itself. There is, indeed, a coherent relationship between this

introductory module and the research methods modules that follow on from it.

An attempt to address the lack of attention to research design has been coupled with the concerns

about insufficient opportunities for students to incorporate the general training in research

methods into their dissertations, so as to anchor what they have learnt in their disciplines. The

convener of IRM has suggested to all participating departments that their coordinator of

postgraduate studies should run a number of workshops that focus on the above-mentioned three

concerns at the times when their students are writing their research proposals and writing up their

findings. The Department of Sociology implemented this suggestion in 2007. It will need to

monitor whether or not these concerns are being addressed adequately.

Introduction to Social Research, which runs during the last few weeks of February, requires

students to formulate a research proposal as their main assignment. This gets students to think

about the various aspects of their dissertations, including methods of data collection and analysis,

and it thus ought to help them to choose research methods modules that are suited to their

research projects. Some students, perhaps even many students, need additional support from their

home departments to make these decisions, but they do not always take the initiative to solicit the

necessary help.

It must be noted that the suite of Honours modules attracts students from a wide range of

disciplines. This contributes to a particularly rich teaching and learning environment because,

among other things, students working in different disciplines raise different conceptual and

practical questions and problems. This promotes creative cross-disciplinary learning.

Furthermore, teaching and course design is often enriched by this cross-disciplinary environment.

Teachers are encouraged to look beyond disciplinary boundaries for different approaches to

particular problems and questions. Student evaluations, as well as growing numbers of students

attending these modules, are indicative both of the dire need for such training and of the immense

value of these courses to postgraduate students. These advantages are undermined by very large

Honours classes. Some Honours students have expressed dissatisfaction about the lack of

individual attention, particularly with regard to their dissertations. Some lecturers have also

expressed concern about large classes, and how the advantages of smaller classes in most cases

have been forfeited. Some lecturers run tutorials to compensate for the large Honours classes.

Someone has suggested that funds be made available to employ PhD students as tutors for those

modules with large classes, so that students can receive individual attention. Another solution

would be to limit class sizes and to run popular modules more than once a year.

There has also been debate about whether three weeks is sufficiently long to introduce a research

method. If the Honours modules were run over a longer period with more contact teaching time,

then IRM would have to reduce the number of modules the students could take over a 12 week

period. For now, the IRM Committee has decided to retain the status quo, which enables students

to take four modules over a 12 week period (one of which is Introduction to Social Research).

This will be reviewed again in 2008.

In 2007 the Department of Statistical Sciences decided to withdraw from „service teaching‟ small

classes outside the Science Faculty. From 2008, then, it will no longer offer Social Statistics Part

2 and Advanced Social Statistics, which it has taught since 2001. Consequently there has been

discussion within the Sociology Department: Should the Department take over the teaching of

both these modules, or should the Faculty buy in the services of a statistician to teach one or both

these modules? A number of staff in Sociology argue that Advanced Social Statistics for Masters

and PhD students should be taught by someone with a PhD in Statistics. A compromise would be

for one or two of the Sociology staff to team-teach Advanced Social Statistics with this person.

There has also been discussion about whether the Masters level modules, which attract very few

students, should be discontinued. Many of these modules provide students with conceptual and

practical skills necessary to undertake empirical research for their dissertations. Furthermore,

there are modules which equip students with specific analytical skills and the tools which

facilitate analysis. Research methods training is particularly significant in building the research

capacity among postgraduate students across the Humanities and Social Sciences. This outcome

is consonant with the University‟s objective of growing its postgraduate student population. At

the Masters level, the modules are run over six weeks, and provide further opportunities for

students to sharpen their research skills; yet the figures presented in this report show that very

few students take advantage of these opportunities. The African Gender Institute, Demography

and Sociology are the only departments that require their Masters students to take IRM.

However, not all of them take the Masters modules; Demography and the HIV/AIDS and Society

Programme, which is hosted by Sociology, require their students to take Honours modules,

because that is what is needed. One of our colleagues has asked: “What is the cause for this lack

of demand? Are the low student numbers consistent with generally low numbers of Masters

coursework students, or are such students simply choosing not to study research methods?” Are

departments that subscribe to the Honours IRM course offering their students research methods

training at the Masters/PhD level, or is advanced training in research methods neglected at this

level? Perhaps there should be discussion with programme convenors or postgraduate

coordinators about the virtue of making Masters research methods courses compulsory. Some

have suggested that all Doctoral students should take the Masters research modules that are

relevant to their research projects.

The Department of Sociology has supported IRM from the outset, which may be why there has

been no discussion about whether the advantages of Sociology students participating in IRM

outweigh the disadvantages. By participating in IRM, students from Sociology benefit from

cross-disciplinary learning (see earlier comment in this regard), as they have the opportunity to

take research methods offered both by the Department and, at the same time, by other disciplines

too. Unfortunately, in the past these advantages have been undermined by disadvantages, such as

large classes and the lack of opportunities for students to learn how to integrate the potentially

fragmented research methods training into their dissertations and the practice of their discipline.

As a result, this year Sociology introduced a series of workshops to address the last two

disadvantages, but the problem of large Honours classes has not been adequately addressed by

IRM (or GRAPRO).

9. Suggested improvements

We have already suggested solutions to the problems of large Honours classes and small Masters

classes. Students and colleagues have made a number of other suggestions, which we will now

discuss.

Students who take IRM modules, and some of their lecturers, repeatedly point out that the two

IRM courses bring together and make accessible a mix of different research methods modules

that otherwise would be difficult to access. Some have suggested that IRM build on this strength

by adding Oral History Methodology and a module on how to use Geographical Information

Systems software applications, such as Arcview. Another suggestion is the addition of the

philosophy of science. Although this is not a method of data collection or analysis, it does fall

within the general concern of research (as does, for example, conceptual analysis). This could be

a valuable module if it focussed on the relationship between evidence and theory.

Students have raised some logistical questions, and suggested solutions. Computer software like

QSR NVivo, which is used in qualitative data analysis, is only available outside class on the

Humanities‟ Southone server in the postgraduate computer lab. Printing is more expensive in the

postgraduate computer lab than in the Main Library‟s Knowledge Commons, so students have

requested that NVivo be made available on other servers. Furthermore, the University‟s ICTS

Department does not offer technical support for software like NVivo, which is only taught by

lecturers from Sociology. As the number of students using NVivo grows, however, the

Department or, perhaps, the Faculty needs to appoint either a tutor or a Faculty IT person to

support this software. It is unreasonable to expect lecturers to provide such „after-care‟ outside

the classroom.

Students have also raised concerns about access to up-to-date recording equipment for the

purposes of conducting interviews. The Department of Sociology simply needs to apply to the

Faculty Equipment Committee for 10 or more of the latest advanced recorders for student use. In

this regard the Department ought to train an administrative assistant to manage all equipment

used by students doing research.

10. Concluding remarks

This report has shown that the Honours research methods modules offered by the Department of

Sociology are in great demand by students across the Humanities Faculty and the University as a

whole. This is clearly not the case with the Masters research methods modules. Here classes are

small, and most of the students doing the two modules offered by Sociology are from the

Department itself. The lack of support for the Masters level modules in research methods requires

further investigation and discussion both by the IRM committee and GRAPRO.

For the Department and its students, there are substantial advantages for participating in IRM, but

there are also disadvantages (which, in some instances, include large classes and, in the past, the

lack of opportunity for students to learn how to integrate their research methods training into

preparing their dissertations and the practice of their discipline). These disadvantages must be

addressed and the situation monitored so that students gain the most from IRM.

Lastly, it must be borne in mind that the critical questions raised in this report and suggested

improvements are all aimed to enhance the training of a new generation of competent researchers

both in Sociology and in the Faculty as a whole.

APPENDIX 2:

First Year Teaching – Some Additional Comments to Section

2.4

by Dr Johann Graaff

Section 3.4 of this report mentioned that first year teaching in this department had gone through

four different phases. Each of these is also linked to a different pedagogic style: (1) sink or swim;

(2) focus on cognitive skills; (3) the compulsory foundation courses; and (4) the

affective/cognitive phase. This appendix runs through only the last three of those same

phases/styles again but in further detail.

Cognitive Skills

In a nutshell, the cognitive approach emphasises teaching cognitive skills rather than content. It

has over a period of time built up a considerable following based on the work of writers like Paul

Ramsden, Noel Entwistle and David Perkins (Entwistle, 1997, Perkins, 1992, Ramsden, 1992) .

And it is anchored in the four-way distinction between deep, surface, strategic and apathetic

approaches to learning. In the neatly illustrative title of Perkins‟s 1992 book, it focussed on the

move „From Training Memories to Educating Minds‟. (The names give a good idea of what these

various learning modes were. Surface learning entailed a mechanical, and often quite anxious,

memorizing of factual material. Strategic learning was geared to passing exams, or some other

external goal. Deep learning, the ideal mode, entailed a self-reflective grasp of cognitive styles, a

meta-comprehension of the cohesion and patterning of factual material, and a personal

engagement with it. Apathetic learning is just that: a learning mode quite devoid of energy or

interest.)

That movement had as its antagonist an old and unreflective mode of teaching content. In this

mode, to caricature it for a moment, wide-eyed, recalcitrant and empty-headed students sat at the

feet of authoritative and authoritarian dispensers of wisdom. It was, in Paolo Freire‟s nice term, a

case of „banking‟ education, with all-knowing teachers pouring facts into empty vessels.

At UCT cognitive skills were strongly influenced by conventional philosophy courses in logic.

Some called it „informal logic‟. The first of such courses in the Social Sciences foundation course

at UCT were, in fact, taught by lecturers from the Philosophy Department. They entailed the

construction of argument through the links between premises and conclusions, and a careful

examination of a range of possible fallacies. Some lectures (in the foundation course) were also

given in the philosophy of the Social Sciences around the notions of explanation, positivism,

functionalism and essentialism.

Teachers in the Department then modelled, explained, practised and assessed on the basis of

those cognitive skills. Students were given a mark schedule3 setting out quite explicitly a range of

skills according to which written assignments would be marked. The most important of these

3 See Appendix 1 for an example of this.

criteria was that of structured and logical argument. Lectures were explicitly shaped on these

skills. Time was spent explaining and talking through the various skills with students.

There was a range of written assignments for students, starting with weekly tutorial exercises

(MCQ‟s, or one page summaries) and longer term papers (6-10 pages). These were cumulative in

that they built on each other, becoming progressively more challenging, and culminated in the

longer term paper and the exam. But all of them entailed clearly specified action-words like

„compare and contrast‟, „explain how‟, „construct a logical argument‟, „give a critical discussion‟

etc. The volume of readings was also cut down in order to focus on the detail of argument. Exams

were made up of seen questions modelled on the longer essay questions. The idea then was to

concentrate on the processes of argument rather than on memorizing factual material.

In addition to these skills, the course was strong on both administrative and conceptual

orderedness (de Groot and Dison, 1996). Orderedness caters to ESL students who are vulnerable

to confusion and bewilderment in courses which move too fast, rely on oral presentation, have

large volumes of reading, or require delicate time-management. Course outlines carried a great

deal of information concerning due dates, expectations, administrative arrangements and

references. Lectures were always based on overheads printed out in 20 pt font. Overheads always

comprised full sentences (rather than paragraph headings), and were typically accompanied by

both conceptual diagrams and cartoon or photographic illustrations. Overheads also stressed the

mechanics of argument, with logical connectors like „therefore‟ or „as a result‟ being highlighted.

How well does the Cognitive Approach work?

There are a number of perspectives from which to judge how well this approach works. The first

is an internal one: did the course do what it was supposed to do? In defence of this approach,

strong students were able to take hold of the detailed argumentation side of the course and build

on to it. Weaker students, who would have struggled with the readings, were able to use the

lectures and lecture-notes as foundations and as introductions to the reading. Combining lectures,

readings and assignments, they arguably got to places they would not have before. (In many

courses students gain precious little benefit from lectures at all. Often they come away from

lectures with no notes at all. So, if one is going to say something, it is worth saying it well

enough to make its way into student notes.)

Secondly, the cognitive approach is quite a rationalist one, i.e. it tends to ignore the affective side

of learning. While it is not true to say that the theoretical literature on the deep approach to

learning ignores emotions and motivation, in practice and in concrete case-studies, this aspect of

the deep approach is seldom mentioned4 (Warren, 1997). Certainly at UCT, great emphasis was

placed on the quite clinical teaching of the mechanics of „hypothetico-deductive logic‟ being

taught by the Philosophy Department. Furthermore, it also leaves little space for student

ownership of the curriculum and for taking responsibility for their own learning, especially when

this entails something more than thinking skills. Webb judges the cognitive approach as naïvely

4 One or two writers do speak of the anxiety which goes with the surface approach, the goal-oriented nature of the

strategic approach, and the sense of satisfaction and creativity which goes with the deep approach. The apathetic

approach speaks for itself.

positivist. It ignores the „authentic care‟ and „radical openness‟, which is the basis of

hermeneutics (Webb, 1997).

Adding Affective Seasoning

This critique of the cognitive mode led the first year course to change to introduce a number of

affective elements. Mostly this meant an attempt to clothe the cognitive infrastructure of the

course in initiatives to capture interest and emotional engagement among students. Two elements,

then, form the anchor of the present first year course, an affective one and a cognitive one. From

2007 this latter cognitive element has once again been emphasized in an attempt to replicate what

has gone missing with the demise of the foundation courses.

The content of the course is determined by two main principles: one is the laying down of

foundation concepts and theories in the discipline; the other is feeding in to the main disciplinary

streams of the Department. The main departmental streams are general Sociology, Development

Studies, Industrial Sociology, and Diversity Studies. The main theoretical streams in the course

are functionalism, Marxism and symbolic Interactionism, which feed into the variety of

theoretical current elsewhere in the Department.

What do these two elements look like in concrete form? On the skills side, the repertoire of

desirable goals and mistakes to be avoided is summarized in the Mark Schedule for written work.

(See below, Annex 1). The Mark Schedule replicates almost exactly that used in the Foundation

Course for the Social Sciences.) This is based on 4 broad elements: content, coherence,

comprehensiveness and creativity. The most important of these is coherence, the idea being that

writing should be organised, that it should be constructed in a logical form, that it should

comprise an argument with a clear conclusion, supporting evidence and transparent

persuasiveness. It is combined with requirements for an introduction in journal abstract form, and

a conclusion in summarizing form. This pursuit of skills plays itself out further in tutorial

exercises where, for example, students are required to construct verbally an argument with a clear

structure, or where they are asked to critique the logical structure of a fictional student essay.

(See example below of the latter exercise in Annex 2)

An area of considerable importance concerns exercises around the action-words in essay and

exam questions. It is an area, which is still being developed in the course through lectures and

tutorial exercises. This would entail lectures and exercises in title-analysis, and the ability to

distinguish „compare and contrast‟ from „discuss‟ and „evaluate‟ or „explain‟. The formulation of

essay topics, then, is done with some care. A list of key action-words appears in Annex 3.

The other main element in the course, the attempt to spark interest, finds expression in a number

of different ways. The first of these is in lecture content where conceptual material is clothed in

issues of current public interest. So, the 3 week module on the Sociological Imagination is

introduced by an input on the current Affirmative Action debate in South Africa. This issue is

then used as empirical material for theoretical concepts. Likewise, in the section on development,

the current debate on Aid to Africa sets the scene for the gamut of development theories.

The second method entails the use of Powerpoint images around which to structure particular

lectures. Google Images is a wonderful source of striking press photographs, cartoons or artwork

that capture the attention. (These lecture notes are lodged online in Vula where students have

access to them.)

The same principle plays itself out in tutorial exercises. At times tutorials are launched by class

discussion around „hot‟ topics. This energy is then channeled into conceptual and empirical

material. Alternatively, the session is structured around a game, role play, small group discussion

– some sense of fun – which has a more serious underlying intent.

Course Evaluation

Over the last 4 years student course evaluations have been positive (although scores vary

somewhat from lecturer to lecture). Scores in the table below are the sum of the percentages of

respondents who agreed and strongly agreed, i.e. the total of the positive responses on a 5-point

scale.

Table 1: Responses to Course Evaluations

Questions Lecturer 2007 2006 2005 2004 2003

This lecturer gives clear &

understandable explanations.

A 83 88 92 85 78

B 65 56 58 45 21

Tutorials are useful for learning. 76 69 72 64

BIBLIOGRAPHY

de Groot, M. and Dison, L. (1996) "Responding to Diversity in University Teaching: a Case

Study." academic development, 2, 25-35.

Entwhistle, N. (1997) Contrasting perspectives on learning In The Experience of Learning(Ed,

Marton, F., Hounsell, D & N Entwhistle) Scottish Academic Press, Edinburgh.

Entwistle, N. (1997) Contrasting perspectives on learning In The Experience of Learning(Ed,

Marton, F., Hounsell, D & N Entwistle) Scottish Academic Press, Edinburgh.

Graaff, J. (1998) “Pandering to Pedagogy or Consumed by Content”. : Social Dynamics, 24, 76-

86.

Light, G. and Cox, R. (2001) "Assessing: Student Assessment." In Learning and Teaching in

Higher Education: the reflective professionalPaul Chapman Publisher.

Luckett, K. and Sutherland, L. (2000) "Assessment practices that improve teaching and learning."

In Improving Teaching and Learning in Higher Education.(Ed, Makoni, S.)

Witwatersrand University Press and HERDSA., Johannesburg.

Perkins, D. (1992) Smart Schools: from Training memories to Educating Minds, The Free Press,

New York.

Ramsden, P. (1992) Learning to Teach in Higher Education, Routledge/Farmer, London.

Stewart, P. (2003) "Introducing social theory to first year sociology students phronetically."

Society in Transition, 34, 149-158.

Warren, D. (1997)"Learning and Teaching in Higher Education, with reference to the South

African context of student diversity." University of Cape Town,

Annex 1

MARKING SCHEDULE

Content – Good

50-59%

To be avoided

1.1 Relevance to the Question

Off the point

1.2 Main Issues – all issues addressed

Partial answer

1.3 Basic Terms – correct grasp of

fundamental terms

Elementary mistakes

1.4 Referencing, Bibliography

No Referencing; Plagiarism

Coherence & Planning

60-69%

2.1 Coherence: Parts hang together

Unplanned list of issues, rambling,

repetitive 2.2 Planning – Introduction – detailed

& clear, amplification of question

Brief, repetition of essay question

2.3 Planning – Conclusion – succinct

summary

New ideas introduced, incomplete

2.4 Planning – Paragraphs – one idea

per paragraph

No clear organisation

Comprehensiveness

70-78%

3.1 Comprehensiveness – detailed &

thorough

Superficial

3.2 Wide Reading

Only one/two pieces read

Creativity

74%+

4.1 New Insights, applications,

connections, personal viewpoints,

critique

Predictable, routine

Further Comment

Final Mark

Annex 2

TUT PRACTICAL NO.8 20 APRIL 2007

ASSIGNMENT NO.1 SOCIOLOGY SOC1001F

Construct a clear argument in which you either support or reject affirmative action (including

black economic empowerment – BEE) in South Africa. In your answer,

(1) discuss the arguments both for and against affirmative action in South Africa,

(2) explain how sociological theory (Marxism, functionalism, symbolic interactionism) can

support your arguments;

(3) indicate whether your essay is debunking public opinion on affirmative action or not;

(4) end your essay with a clear summary of your main points.

Comments

For many years and until 13 years ago, SA was imprisoned by apartheid.

It saw the rise of the white minority and the disregard for the black

majority. Now, in a democratic SA we are trying to „unchain‟ black

people, give them now what they were denied then and create a fair and

free SA. Affirmative action and BEE were introduced to help give back

to blacks what was unrightfully and unfairly taken away. Are AA and

BEE the best means of uplifting black society in SA? Is it going to be

beneficial to all? In my essay I will be discussing the pro‟s and con‟s of

AA and BEE in SA.

The AA policy is one which favours previously disadvantaged groups

such as women, the disabled, and black people. It is a policy which

ensures equality between gender and races, by giving them equal

opportunities.

The most common argument against AA is that it is a form of reverse

discrimination. There is a contradiction in terms within the model itself.

You do something unequal to create equality. The constitution states that

all people should be treated equally but AA does not do so. But this is a

necessary paradox. Makgoba says that this charge of reverse racism is

just a last ditch attempt by the privileged few to escape their obligation to

get things right.

Another argument against AA is that it does very little to benefit the

poor, and ends up enriching those who are already rich. Access to

university, for example, already presumes that one has had a good

education, so AA at tertiary level in most cases privileges those who are

already privileged even if they are black. I don‟t like this argument either

since there are definitely students who come from very poor

backgrounds.

Let us now consider arguments for AA. Here there are three main ones.

First, AA is an attempt to right a historical wrong. Unfortunately it is true

that the white people who today end up paying the price are not the ones

who implemented and practised apartheid. Members of the old apartheid

government should be asked to apologize. They are the real culprits. In

this sense, this argument for AA is misguided.

Second, successful black individuals act as role models for other

members of the population. One of the things which racism does is to

damage people‟s self-esteem. It makes them doubt themselves. Symbolic

interactionist theory is much concerned with people‟s identity and its

importance in the way they conduct their lives. So, yes, I accept this

argument for AA.

Thirdly, AA taps into sections of the population whose talents have in the

past been ignored. AA is thus opening up new sources of skills and

productivity for the country. Instead of just drawing on the potential of 4

million white people, we now can draw on the talents of the whole 44

million of our population. This is benefiting the whole of our society.

This is also how functionalists would see things. Functionalists like AA

because it favours the whole of society by its positive functions. Here

again, I agree with this argument.

Seepe says that AA is just there to punish white people. It‟s not really

supposed to enhance equality in society or help the poor. That is a

difficult statement to substantiate and he doesn‟t provide evidence.

Am I debunking public opinion with these arguments for and against?

Yes, I am. I have shown that some of the arguments against AA are just

wrong and that some of them are good.

In this essay, then, I have argued in favour of AA. I have shown that the

criticisms of AA that it is reverse racism, and that it does not benefit the

poor are both wrong. On the other hand, I have indicated that of the three

arguments in favour of AA, that it rights an historical wrong, that it

creates role models for others, and that it unleashes the potential of the

whole population, that the first is problematic, but that the remaining two

are correct. So, in the end, with all things both for and against considered,

I would support AA.

GUIDE QUESTIONS FOR DISCUSSION

1. Does the Introduction have a clear statement of the position that the writer will take? Does

it indicate its main conclusions?

2. Are the important concepts clearly defined?

3. Has the essay left out anything important in the question? Are all the important bits there?

Is there material which is clearly off the point? Are there mistakes in the basic concepts?

4. Is there a clear plan to the Body of the essay? Does the essay „construct a clear argument‟

for or against AA? Are there bits that don‟t quite fit or have no link to the essay question?

5. Does each paragraph have a „lead‟ sentence with supporting evidence in the rest of the

paragraph?

6. Does the essay make claims that it does not back up, for which there is no evidence?

7. What transitions are used to connect the main points and paragraphs?

8. Does the Conclusion summarize the main points of the argument? Does it bring in new

material?

9. What other things about this essay strike you as good or bad? If you were writing an

overall comment as a marker, what would you say?

Annex 3

ON ESSAYS AND EXAMS

Assignments or exam questions usually have key-words, like „describe‟, 'explain',

'compare/contrast', 'assess', or „give a critical discussion‟. Each of these has a quite precise

meaning:

(a) „Describe‟ or „list‟ means to detail the main characteristics of a concept or social

phenomenon. This is the most elementary of the required writing tasks. So, „describe

racism‟ requires you to indicate what its most important features are. This is a „what?‟

question.

(b) „Define‟ is like „describe‟ but more precise. It requires you to give a brief account of the

central or most important characteristic of something. So, „define racism‟ means to pin

down that aspect which makes racism particular, and different from anything else, usually

in just a sentence or two.

(c) „Apply‟ requires you to fit a concept or theory to a particular case-study or example. So,

„how can exploitation be applied to the case of Third World poverty?‟ requires you to

start with a clear definition of exploitation, and show how each of its features can be

matched to the case of the Third World.

(d) „Explain‟ means to show the causal connections between social elements. This often

entails the elaboration of a theoretical system. To „explain racism‟ or „give a functionalist

explanation for racism‟ requires you to show the reasons why racism arises, what its roots

are, and, in the second case, to do this according to a particular theory. This is a „why?‟

question.

(e) „Construct an argument‟ means to put together a logical sequence of steps in coming to a

conclusion. This entails arguing a case, showing your reader why this particular

conclusion is the right one. Thus, you might be asked to „construct an argument to show

that racism is bad‟, and you would need to muster all the evidence, logic or critique you

can to strengthen this conclusion that racism is bad. This is also a „why?‟ question but one

of a different sort. Note that explaining and arguing a case are quite distinct activities.

(f) „Compare‟ means to show the similarities and differences between two or more social

phenomena. This requires you to show quite explicitly what those similarities or

differences are. It is not sufficient to just put things next to each other and assume that the

comparison will be clear. For example, „compare racism with ethnocentrism‟ requires you

to go through a range of attributes of each showing clearly that “racism is like this, but

ethnocentrism is like that”.

(g) „Assess‟ or „evaluate‟ means to weigh up the positive and negative aspects of a social

phenomenon, and to come up with your own judgment of it. „Critically discuss‟ means the

same as assess or evaluate. This is the most challenging of all the cognitive skills. So, for

example, you could be asked to „evaluate or critically discuss affirmative action (AA) as a

programme to heal the wounds of racism in society‟. Here then you indicate both the good

and the bad things that AA does in society, and decide in the end whether there is more

good than bad or vice versa.

APPENDIX 3:

Social Responsiveness Extracts from Sociology Staff CVs

(for 2004-6)5

1. Cooper

I concentrate my Social Responsiveness around the niche areas of my research and teaching: in

particular, I have strategically presented workshops and seminars on my recent research work into

South African University Research Centres, and also run workshops with respect to my general

expertise in Social Research Methods.

Professional

(i) For 4 years up to 2004, I was seconded half-time to the Faculty of Education of UWC to

plan and convene a Masters (by coursework and minor dissertation) in Higher Education

Studies. In each respective year of 2002-3-4, there were between 15-20 students enrolled

on this Masters programme, mainly with respect to CPD (continuous professional

development), since most were employed as leaders and managers of HEd Institutions,

while simultaneously participating in the Masters programme.

Other

(a) 2004 Review (with Prof Ian Scott, 2004) for UCT vice-chancellor of „Constructing

Knowledge Societies: New Challenges for Tertiary Education, a World Bank Strategy‟.

(b) May 2004, two-day workshop with Dr Sharman Wickham for Council on Higher

Education (CHE, statutory advisory council to Minister of Education) on Research

Methods/Methods of Investigation, for members of CHE Audit Team embarking on

series of evaluation audits of South African universities and technikons.

(c) Slide presentations on my research findings and policy recommendations with respect to

Western Cape university research centres/units: 2005 in Pretoria to NRF team under Prof

Tessa Marcus; 2006 to Research Committee of University of Johannesburg; 2007 to the

South African Universities RDF (Research Directors Forum) under auspices of Prof

Mouton of University of Stellenbosch.

5 Pamela Johnson, Senior Academic Planning Officer (with responsibility for Social Responsiveness) in the

Institutional Planning Department of UCT, compiled this set of extracts of Social Responsiveness from the abridged

CVs of Sociology staff for 2004-6 (as submitted for their RFJ evaluations in mid-2007). She undertook this

compilation after discussion about their CVs and their differences in interpretation and reporting of social

responsiveness. See Chapter 5 of Review for full discussion of her investigation within the Sociology Department.

2. Crankshaw

Research-related

Contributed some of the statistical analyses for the State of the Cities Report, 2004,

published by the South African Cities Network, 2004

Advised researchers at the Institute for Justice and Reconciliation, University of Cape

Town on the statistical precision of their sample surveys, 2005

Wrote policy document on backyard rental housing for the Provincial Department of

Local Government and Housing, 2007

Advised young black researchers on the methodology of a sample survey that they are

conducting in Khayelitsha for the Department of Health, 2007

Advised researchers on matters of research methodology at the Isandla Institute (a

research and policy NGO), 2007.

Public Lecture

Invited speaker at SA Statistics Day, hosted by Stats SA, Cape Town, 2006.

3. De Wet

Supervisor of Honours and Masters students doing internships in the following

development organisations as a course requirement for Soc4010Z Development

Sociology in Practice: Independent Development Trust (2004-2006), War Against

Malnutrition Tuberculosis and Hunger (a branch of Catholic Welfare & Development)

(2004-2006), Empowerment for African Sustainable Development (2004), Eluxolweni

Children‟s Programme (2005) and the Amy Biehl Foundation (2005-2006). Much of our

work in these organisations involves evaluation research.

Lecturer in Applied Statistics, Winter Institute, Woodrow Wilson Public Policy

Programme, 2004

Seminar on Human-Scale Development, Monitoring & Evaluation Directorate, Western

Cape Provincial Department of Social Services & Poverty Alleviation, 2005

4. Erasmus

My socially responsive activities are directly related to my research. These activities are limited

to the world of ideas as they influence practice. I could work on expanding the reach of these

activities to community based initiatives. The challenge would be to find more hours in the day

1. Educational Exchange

Each year two organisations call upon my expertise in the field of „race‟. These are the School for

International Training (SIT), and the Council for International Educational Exchange (CIEE).

While the CIEE generally call upon my services once a year, the SIT does so sometimes up to

three times a year. My services generally involve engaging with both students and faculty from

universities mainly in North America. This occurs in the form of a talk followed by discussion.

On two occasions I facilitated transformative workshops for students on a semester abroad

programme with SIT.

2. Radio Interviews

Radio interviews on „race‟, identity and nation with the BBC.

3. Public Talks

The Centre for Conflict Resolution recently invited me to participate in a public conversation

regarding the ethics of affirmative action. This invitation came in the wake of my participation in

this debate in the Cape Times.

I was a speaker on a panel discussion on “The Challenges of Diversity in the Cape” for the Cape

Town Festival.

I convened a Public Panel Discussion on “The Politics of „Race‟ in the South Today”.

Panelists:

Premier of the Western Cape: Ebrahim Rassool

Prof Sumit Mandal: Universiti Kebangsaan Malaysia

Prof Vergès: University of London

Dr Frank Meintjies: New Nation Consulting

Prof Marta Zambrano: Universidad Nacional de Colombia

4. 2006/2007 Member of Team writing UCT policy on Racism and Racial Harassment.6

So far my work on this team entailed several hours of commitment (80 hrs so far). This excludes

time spent closely reading and re-reading drafts of the emerging policy. My expertise on matters

of „race‟ and racism has sometimes meant that I was requested to work on specific sections of the

policy on my own to help facilitate discussion in the team.

5. Leadership in the field of Transformation

2007 Participation in Mamela 2 Processes

2006 Participation in Khuluma and Mamela 1 Processes with a view to providing critical

feedback and suggestions for sustained transformative practice.

2005 Speaker at Vice Chancellor‟s Transformation Seminar Series.

2005 Presentation on Transformation at Faculty Forum.

2005 Presentation on Transformation to Senior Leadership Group and Students of the

Health Sciences Faculty.

2006-2007 Thuthuka Research Award; mentorship of young equity scholars who are

new lecturers. In light of the shortage of black and female academic staff, and of the

necessity for excellence in teaching, this mentoring role is significant in building the

capacity of young scholars.

7. Co-creating a Seminar Programme:

Nick Shepherd (colleague in the Centre for African Studies) and I are jointly coordinating a

seminar programme entitled „Finding UCT‟. The programme is intended to provide a series of

6 The information provided below was assigned to the Leadership section of Erasmus‟s CV, but I have included it to

illustrate the element of social responsiveness in these activities, referred to by Erasmus as socially responsive during

our discussion.

critical dialogues on questions of institutional transformation in higher education in Africa, with a

specific focus on UCT. This programme is scheduled to commence in August 2007.

8. Academic role outside university

Academic Adviser at the HSRC research workshop on „Race’ and Redress

5. Graaff

(i) SHAWCO

I have been a member of the SHAWCO Board since February 2003, and chairman of the Board

since December 2003. SHAWCO is an SR organisation in a number of different ways, according

to the UCT definition. It has two main goals written into its constitution: The first is to expand

the education of UCT students. The second is to bring development to the less privileged

communities of Cape Town.

Expanding student education has a number of different strands. One is that it gives students

opportunities in positions of leadership and (financial, marketing, personnel) administration. All

of this is conducted within the secure and experienced framework provided by SHAWCO

permanent staff. Another is the experience of working in underprivileged communities that they

would not have had the chance to meet before. This is a consciousness-widening learning

activity. A third is practising university-taught skills, like medicine, in a practical environment.

This is an elaboration of the academic curriculum, and is on the point of becoming accredited, i.e.

service learning. Students are also involved in extensive tutoring and training activities – in the

spheres of English, Science, ICT, sport, art and environmental studies.

The development of underprivileged communities takes place across a number of different sites,

activities and disciplines. There are five SHAWCO centres across the Cape Peninsula. Four of

these are community centres catering for a range of different activities. One is a medical centre,

which provides for senior community members. There are also three mobile clinics, which visit

various places to provide medical services three times a week. Services in the areas of TB and

HIV/AIDS are presently being launched. During 2006 the clinics saw 3 000 patients and involved

300 senior medical students.

The tutoring activities involve school children from Grade 3 right up to Grade 12, and involve

900 non-medical students. These activities form part of formal school curricula and are

supplemented by the activities of professional teachers on Saturday mornings. There are also

support activities for young pregnant mothers and mentally disabled children.

A final area of activity for SHAWCO concerns catering for the needs of students visiting from

other countries. SHAWCO runs various courses, ranging from two weeks to 6 months, providing

academic lectures, practical internships and informative visits.

The Board of SHAWCO oversees all of these activities, receiving monthly reports from each

sector and from the finance department. The organisation has a budget of R10 million. The Board

takes decisions on matters of major policy. The Board chairman also sits on an executive

operations body, which meets on a weekly basis to consider matters of more immediate import.

The chairman also makes regular visits to the various activities of the organisation, actively

participates in some of the training activities, meets foreign visitors and donors, addresses

meetings of communities, and writes various reports for the purposes of its committees.

(ii) Sports Skills For Life Skills (SSLS)

Since 2002 I have been chairman of the SSLS Board. This is a cricket development organisation,

which targets young cricket players from underprivileged communities. It trains them in

cricketing technique, puts them through academic courses, and gives them life skills training. The

organisation presently runs three cricket teams, each with its own coach. It has four permanent

staff – one director, and three coaches, and a budget of R750 000. Coaches also double as

administrative staff. The organisation has been extremely successful in producing competent

cricketers. Its first team has been promoted up 3 leagues in the last 5 years, and presently is in

second place in the top league. It has produced half a dozen cricketers who have played

provincial and franchise cricket, or have been selected for the national tertiary side. Chairing the

organisation entails running board meetings, writing various reports, meeting and negotiating

with donors and SA cricketing authorities, and presiding over a range of social and sporting

activities.

Once again, this fits into UCT‟s definition of SR through its multifaceted educational and

developmental work. It is not only transmitting cricket skills but is also training students in

leadership and administrative positions. It insists on the academic side of their training, and has a

solid foundation in life skills education and mentoring.

(iii) Impumelelo Innovation Awards

For 4 years (2003-6) I was an assessor and a judge in the Impumelelo Innovation Awards. This

organisation, funded by the Ford Foundation, rewards development projects which that are

government run or partnered with government for qualities of innovativeness, replicability and

sustainability. The organisation runs a range of activities. The primary activity is to evaluate

applications for the various awards. This entails the examination of up to 120 applications each

year, and the identification of award winners. Assessing the projects, on the other hand, entails

visits to the projects wherever they are in the country, interviewing key participants and the

writing of reports. These reports are the ones which go to the judges. Impumelelo also puts

together publications of best practice in various areas of government activity. The publications

are put together by assessors and judges and are workshopped with government administrators in

the relevant areas.

6. Grossman

2004:

Active in UCT Workers Support Committee, UCT Workers Forum and NEHAWU.

Focused on campaign for a Code at UCT.

Involved in the CHED based project on service learning as a component of social

responsiveness.

Developed social responsiveness service learning optional component of SOC526

2006:

Active in UCT Workers Support Committee, UCT Workers Forum and NEHAWU

Co-ordinated and facilitated domestic workers health and safety workshop programme

with SADSAWU. Prepared report for SADSAWU (later submitted to SA Human

Rights Commission).

Developed social responsiveness service learning optional component of Soc2018.

Submissions:

To Statutory Enquiries

On the Basic Conditions of Employment Bill. To the Parliamentary Labour Portfolio

Committee. 27 October 1997.

On a Minimum wage and basic conditions. To the Minimum Standards Directorate,

Department of Labour and the Employment Conditions Commission. August 1999.

On the Domestic Worker Investigation. To the Department of Labour 1999

Proposals for minimum wages and employment conditions. To Employment Conditions

Commission. 2001

On the Protection of Domestic Workers‟ Rights. To the Constitutional Review

Committee. 2001

On Domestic Workers Health and Safety. To SA Human Rights Commission Enquiry

into Public Health. 2007

Other:

On Domestic Workers. To the COSATU September Commission investigating the

future of trade unions. April 1997.

On The Domestic Worker Determination. To the South African Domestic Service and

Allied Workers Union. (SADSAWU) 2003.

On Domestic Workers Health and Safety. To SADSAWU. 2007

7. Head7

(i) Undergraduate teaching

Until the 1990s there was no teaching around HIV/AIDS in the Humanities Faculty. I developed

(with Ginny Volbrecht) a third year undergraduate research option on HIV/AIDS to help raise

student awareness.

Linkages were established in and outside the University with other academics and specialists who

came to talk to UCT students (Prof Deon Knoble, Dr Malcolm Steinberg, Prof Gordon Isaacs,

and others)

7 Judith Head‟s focus has shifted from Mozambique and workers, peasants and the migrant labour system (1980s and

1990s) to public health and HIV/AIDS, where she has been involved in curriculation and development of the

HIV/AIDS Masters. I have therefore drawn on this involvement from her CV, omitting details of her previous

involvement.

(ii) Postgraduate teaching

(a) Several research trips were organised with Honours students to Ashton to research social

conditions. We developed a project on family history in the local secondary school and

arranged for a group of senior students from the two secondary schools to visit UCT, to

encourage links and encourage them to apply for admission.

(b) In the second year of the HIV/AIDS Masters Programme I ran a collective project on

Hout Bay, in which students interviewed community leaders, HIV/AIDS activists, and

others and wrote their theses about the challenges. Part of the aim of this project was to

sensitize students to the conditions in which most South Africans are forced to live.

There were a number of ways in which links could have been developed, but without

resources (material and human, in the form of other committed staff) it was difficult to

take forward.

(c) In 1997-1998 I was consultant to the Public Health Programme at UWC, reviewing and

writing materials for their Masters in Public Health. I wrote Module One (Health

Development and Primary Health Care) for the Study Guide Distance Learning Study

Guide on Health, Development and Primary Health Care.

(iii) Social responsiveness relating to HIV AIDS

(a) Non-peer reviewed journal research outputs

"Transformation of the Structure of Poverty in the Struggle for an Effective

HIV/AIDS Policy" 1993, Dept. Sociology, UCT and African Studies Unit, Queen's

University, Canada, Working Paper.

"AIDS in South Africa: The Democratic Movement Responds" 1993, Southern

Africa Report, Vol.8, No.5, 1 May, pp.25-27.

(b) Editorial Responsibilities

1992-1998: Member of the editorial board of the AIDS Bulletin (MRC)

(c) Grants Received

2007 Grant from Old Mutual for R75 000 to support the MPhil in HIV/AIDS

and Society

2006 Grant from Old Mutual for R60 000 to support the MPhil in HIV/AIDS

and Society

2005 Grant from Old Mutual for R60 000 to support the MPhil in HIV/AIDS

and Society

2004 Grant from Old Mutual for R100 000 to support the MPhil in HIV/AIDS

and Society

2003 Grant from Old Mutual for R100 000 to support the MPhil in HIV/AIDS

and Society

2003 Grant from DCI/SAUVCA for R100 000 to write an evaluation of the

MPhil programme

2002 Grant from DFID/SAUVCA for R278 000 to launch the MPhil in

HIV/AIDS and Society.

(d) University Responsibilities

Convenor of Task Group on Alcohol and HIV/AIDS (Report submitted 30 May

2001).

Convenor of Working Group charged with drafting policy framework for Substance

(including alcohol) use, misuse and abuse at UCT, reporting in November 2003.

Member of HIV/AIDS Management Group 2001……

(e) Public engagement and other

Interview with Teresa Lima, BBC World Service (Portuguese Language Service) on

AIDS in South Africa, May 2007.

With Prof Howard Phillips took part in the BBC Radio 4 Programme, The Long

View: HIV/Spanish Flu (broadcast to 2 million people), February 2005.

Munich Centre for Economic, Environmental and Social Statistics, Guest Lecturer on

the INWENT course “On Measuring HIV/AIDS and Its Socio-Economic Impacts,”

Munich, Germany, 29 and 30 November 2004.

(iv) Miscellaneous (public interest)

Member of the Harold Wolpe Memorial Trust Planning Committee, 2002…..

8. Jubber

I am a trustee of the Scalabrini Migration and Refugee Institute in Cape Town. I helped to organize

the “Migration Week” held from 18-23 September 2006 in collaboration with the Scalabrini

Migration and Refugee Institute. This involved public lectures by members of staff from UCT and

Stellenbosch, in which I participated as both chair and discussant.

9. Maree

I have been chairperson of the Western Cape branch of the Industrial Relations Association of

South Africa (IRASA) since 2003. IRASA promotes sound employment relations and provides

in-depth information to the industrial relations community of South Africa. To this end it

organises public addresses, seminars, workshops and an annual conference.

IRASA, as a national association, is a full member of the International Industrial Relations

Association (IIRA). The IIRA holds a world conference every three years and regional

conferences in-between every world congress. The next African Regional IIRA Conference is

going to be held at the University of Cape Town in the Graduate School of Business situated on

the Waterfront in March 2008. I am on both the Organising Committee of the conference as well

as its Scientific Committee. Although the Conference is regional it attracts employment relations

experts from all over the world. We are also busy raising funds to facilitate the attendance to the

Conference of a large number of delegates from Africa.

I was a founder member of and continue to be a member of the Zimbabwe People‟s Support

Group, based at Rondebosch United Church. It aims to raise consciousness about the plight of

Zimbabwean people, support refugees from Zimbabwe resident in Rondebosch, and mobilise

support for social justice and democracy in Zimbabwe.

10. Ntsebeza8

Advocacy journals

Ntsebeza L (2000). „Indirect rule may well continue‟ Land and Rural Digest, No. 15,

March/April.

Ntsebeza L with Kepe T and Pithers L)(2000). “The impact of the Spatial Development

Initiatives (SDIs) on Rural Livelihoods: A case study of the Wild Coast SDI”. Paper

prepared for the National Land Committee.

Ntsebeza L (2000) “Traditional Authorities Rule”, in Land and Rural Digest, No. 15,

November/December

Ntsebeza L with Kepe T and Pithers L (2001). “Agro-tourism Spatial Development

Initiatives in South Africa: are they enhancing rural livelihoods?”, in ODI Natural

Resource Perspectives, number 65, March.

Ntsebeza L. (2003). Democracy in South Africa‟s countryside: Is there a role for

traditional authorities?”, in Development Update, Vol. 4, No. 1.

Evaluation Reports

1999 Health Care Trust and Calusa (Eastern Cape).

2000 Trust for Community Outreach and Education (TCOE)

2003 Church Land Project of the Surplus People Project, Cape Town

Newspaper articles

Ntsebeza, L. 2003. The Making of a Puppet. Mail and Guardian, 4-10 July, p. 27.

Non-academic – mixed audience

Ntsebeza L (2001). “Local Government, Power and Natural Resources: a perspective

from the rural areas of South Africa‟s former Bantustans”, paper presented to workshop

on Accountability, Decentralisation and the Environment: Local democracy and natural

resources in Sub-Saharan Africa, Cape Town, October 15-19.

Ntsebeza L (2001). “Land Rights and Decentralisation: rural tenure reform in the South

Africa‟s former Bantustans. Paper presented to the National Land Tenure Conference:

finding solutions, securing rights, organized by the Department of Land Affairs,

International Convention Centre, Durban, 26-30 November.

Ntsebeza, L. (2003). Neither Citizens nor Subjects: the case of rural South Africa. Paper

presented to an International Conference on Chieftaincy in Africa held at the University

of Ghana, Accra, 6 – 10.

8 I have extracted sections from Ntsebeza‟s CV, using the headings he provided to signal aspects of social

responsiveness e.g. community engagement, non-academic audiences, etc. Due to his extensive reporting, I have

omitted details of activities prior to 1999.

Ntsebeza, L. 2003. The Land and Agrarian Question in South Africa: past, present and

future. Paper presented to a Learning Event, Trust for Community Outreach and

Education (TCOE), Port Elizabeth, 6 – 8 May.

Ntsebeza, L. 2003. Looking back and forward – has South Africa addressed the complex

issue of land, land redistribution and agrarian reform? Challenges and possible

solutions. Address to the Annual Strategic Planning Workshop of the Foundation for

Human Rights in South Africa, Valley Lodge Hotel, Magaliesburg, 1 - 3 August.

Community and educational involvement

2006 - Member of the Executive Committee of the Harold Wolpe Memorial Trust

2002 - Board member: Surplus People Project. Chairperson in 2005.

2001-2003 Board member: Development Action Group.

1999 - 2001 Ministerial appointment to the Board of the Medical and Dental

Professional Board. Elected to the Education Committee.

1999 -> Member of the Board of Trustees of the Trust for Community Outreach

and Education (TCOE), an NGO focusing on land matters and community

development.

1998 -> Member of the Board of Trustees of the Transkei Land and Service

Organisation (Tralso), an Eastern Cape affiliate of the National Land

Committee (NLC).

Social Responsiveness in Rate for Job self-evaluation

(a) Chief editor of the HSRC flagship: The State of the Nation.

(b) Member of the editorial board of the following journals:

1) Social Dynamics

2) Socialist History (UK)

(c) Member of the editorial board of the South African Democracy Education Trust (SADET)

which is responsible for publishing volumes on the Road to Democracy in South Africa: 1960 –

1994

(d) Member of the editorial board of SAVUSA, which publishes books as part of the African

Studies series of Brill Academic Publishers, Leiden in the Netherlands.

(e) Review articles and book manuscripts for the following journals and publishers:

1) Transformation

2) African Studies

3) Social Dynamics

4) World Development

5) Brill Academic Publishers

6) Pickering and Chatto (UK)

7) Palgrave MacMillan

(f) I have also since 2004 given lectures to students from Chicago on the land question in South

Africa.

(g) In 2005 I gave a lecture at the Winter School of the Grahamstown Festival.

(h) In 2006 I gave another lecture at the Summer School at UCT.

I work very closely with civil society organizations particularly those that work on land related

issues. I serve as a Board member of some of these – see my CV. My role in these organizations is

mainly to assist them with explaining and analyzing policies which have an impact on their work. I

do this by running workshops for these organizations. I also participate in their conferences. I‟ve

conducted evaluations of some of these organisations.

I am on the verge of formalizing the relationship with some of these organizations in the research

projects with the HSRC by establishing partnerships with them. This will take two forms: assisting

my students

I enjoy this type of engagement with the non-academic sphere where I use the vast resources at the

disposal of universities such as UCT to the furtherance of community struggles. My plans to

establish partnerships with civil society organisations in my research are key to my social

responsiveness role.

11. Seekings9

Examples of socially responsive research

Major Study for the Parliamentary Standing Committee on Public Accounts (Analysing

the value of education spending)

Expert witness in a constitutional law challenge to gender discrimination in the welfare

system

Consultation and advice to Members of Parliament and other non-academic audiences

about research on inequality.

Invitation from Presidency to present my criticisms of some of their work at a seminar.

Examples of other academic work for semi- and quasi-academic audiences

2007 Research for Development Bank and SANPAD (SA-Nederlands partnership on

poverty and development).

Public speaking at events for organisations such as IDASA (Institute for Democracy in

South Africa), the Children's Institute, and the Cape Town Historical Society.

Active advisor to civil society organisations such as the Wolpe Trust.

Training of HIV+ people from Khayelitsha as survey fieldworkers.

Academic work linked to academic audiences in external constituencies

Advice to graduate students at the University of Johannesburg about getting work

published.

Workshop for junior researchers in Izmir, Turkey.

Advice and feedback on research to Wits graduate students.

Other (more than 3 years ago)

Member of team preparing new Apartheid Museum in Johannesburg (responsible for the

period 1976-1990)

9 Seekings did not report on SR and his CV contained no reference to socially responsive activities. These details of

SR were provided separately, specifically for this appendix.

Member of provincial organising committee of South African Democracy Education

Trust.

Co-organiser of series of events around 25th anniversary of 1976 protests in Cape Town

(included exhibition and public meeting in Guguletu, with media coverage)

12. Steyn

Social Responsiveness

Professional

Some highlights include: keynote speaker at the launch of Stellenbosch University‟s Employment

Equity policies. October 2006

I have been invited by founding editor of the newly established Journal of International and

Intercultural Studies, Thomas Nakayama, to be an associate editor for his team.

I referee articles for several accredited journals as well as for the NCA. I have refereed research

proposals for the NRF as well as rated scholars for them. Some of these journals include top

journals, such as Ethnic and Racial Studies, International Journal of Intercultural relations, Africa

Development (CODESRIA), South African Journal of Psychology, SA Sociological Review, and

Social Dynamics.

Industry

I regularly participate in activities that relate to building capacity around issues of diversity.

Examples are: I was one of the founding members of ADiPSA, the Association of Diversity

Providers of Southern Africa, and am on the steering committee. I have given seminars and run

workshops for IRASA and IEASA. I regularly speak at professional conferences e.g. the

Black Management Forum National Conference.

Other

I have been regularly approached by the media, including national TV, to be interviewed on

current affairs. I have twice been interviewed of BBC World (radio).

Comment (Steyn)

All my teaching and research, including the establishment of diversity studies programme, is

socially responsive – I can‟t imagine any other way of being.

APPENDIX 4:

Copies of Faculty Handbook Entries for the

Department of Sociology, 2007:

(i) Undergradaute

(ii) Postgraduate

UNDERGRADUATE

SOCIOLOGY

The Department is housed in the Leslie Social Science Building.

The letter code for the Department is SOC.

Departmental email: bhaga@humanities.uct.ac.za.

Associate Professor and Head of Department: D M Cooper, BSc(Eng) Cape Town MSocSc PhD Birmingham

Professors: O Crankshaw, BSc(Hons) BA(Hons) MA PhD Witwatersrand

J Maree, BSc(Hons) Rhodes BA Oxon MA Sussex PhD Cape Town J Seekings, BA(Hons) Oxon BA(Hons) Witwatersrand DPhil Oxon

Associate Professors: K Jubber, MA Witwatersrand PhD Cape Town

L Ntsebeza, BA Unisa BA(Hons) Cape Town MA Natal PhD Rhodes

M Steyn, BA HED Unisa BA(Hons) Stell MA Arizona PhD Cape Town

Senior Lecturers: Z Erasmus, MSocSc Cape Town PhD Nijmegen

J Graaff, BA(Hons) LLB Stell MSc Bristol Dip Dev Studies Louvain PhD Stell J Grossman, BSocSc(Hons) Cape Town PhD Warwick

J Head, BSocSc(Hons) Middlesex PhD Durham MPH UWC

M D Lincoln, BA(Hons) Natal MA Wilfrid Laurier PhD Cape Town

Lecturer: J de Wet, MA PhD Cape Town

Administrative Assistant: R Bhaga

Secretary: N-A Maseti

Written work and examinations: The Department of Sociology requires students in undergraduate courses to submit all written work, to complete class tests, and to write an

examination for each course in June and/or November each year. In any undergraduate semester or full-year course in the department, a pass may only be obtained on the basis of at least 35% for coursework and 50% for examination work.

Requirements for a major in Industrial Sociology (INS): First year

SOC 1001F Introduction Sociology or SOC1005S Individual and Society

Second year

ONE or TWO of the following:

SOC2016F Industrialisation and Labour in South Africa

SOC2015S Comparative Industrial and Labour Studies (not offered in 2007) SOC2018S Workers, Trade Unions and Rights

ONE of the following (if only one is chosen from the above list):

SOC2019F Social Theory SOC2030F Poverty, Development and Globalisation (was SOC223F)

SOC2004S Race, Class and Gender

SOC2006S Selected Social Issues I (Ind Soc modules)

Third year SOC3027F Social Research (Industrial Sociology)

SOC3028S Globalisation, Restructuring and Job Creation (was SOC320S)

Prerequisites: (i) For any 2000-level SOC course:

SOC1001F or SOC1005S or any 1000-level social science course

(ii) For SOC3027F: any two 2000-level courses in Sociology, at least one of which must be

SOC2016F, SOC2018S or SOC2015S

(iii) For SOC3028S: any two 2000-level courses required for a major in Industrial Sociology

Requirements for a major in Sociology (SOC): First year

SOC 1001F Introduction Sociology or SOC1005S Individual and Society

Second year

ONE or TWO of the following:

SOC2019F Social Theory SOC2030F Poverty, Development and Globalisation (was SOC223F)

SOC2004S Race, Class and Gender

SOC2006S Selected Social Issues I (Sociology modules)

ONE of the following (if only one is chosen from the above list):

Any other 2000-level SOC course (including CRJ2000F Crime and Deviance)

Third year

SOC3007F Social Research

ONE of the following:

SOC3008S Democracy, Social Change and Development in South Africa

SOC3026S Diversity Studies

Prerequisites: (i) For any 2000-level SOC course:

SOC1001F or SOC1005S or any 1000-level social science course

(ii) For SOC3007F: any two 2000-level SOC courses or one 2000-level SOC course and

CRJ2000F Crime and Deviance (iii) For SOC3008S and SOC3026S: any two 2000-level social science courses

NOTE: Students may not do both SOC3007F and SOC3027F.

The Department of Sociology regards the following as appropriate disciplines for social science courses: Archaeology, Economic History,

Economics, Environmental and Geographical Science, Film Studies, Gender Studies, Historical Studies, Law, Media and Writing, Philosophy,

Politics, Psychology and Organisational Psychology, Public Administration, Religious Studies and Social Anthropology. Other disciplines may be considered on motivation.

Students who do not meet the prerequisites for admission to a course may be admitted to a particular course by permission of the Head of

Department.

Development Sociology The following courses are recommended for students wishing to concentrate on Development Sociology: SOC1001F Introduction to Sociology

SOC1005S Individual and Society

SOC2006S Selected Social Issues I (Development modules) SOC2016F Industrialisation and Labour in South Africa

SOC2018S Workers, Trade Unions and Rights

SOC2030F Poverty, Development and Globalisation (was SOC223F) SOC3007F Social Research (with an appropriate project)

SOC3008S Democracy, Social Change and Development in South Africa

Diversity Studies The following courses are recommended for students wishing to concentrate on Diversity Studies:

SOC1001F Introduction to Sociology

SOC1005S Individual and Society SOC2004S Race, Class and Gender

SOC2006S Selected Social Issues I (Diversity Studies modules)

SOC2016F Industrialisation and Labour in South Africa SOC2019F Social Theory

SOC2030F Poverty, Development and Globalisation (was SOC223F)

SOC3007F Social Research (with an appropriate project) SOC3026S Diversity Studies

Labour, Organisational Psychology and Human Resource Management Programme This programme provides students with an overview of workplace issues, human resource management, organisational psychology and labour relations. It focuses on how to develop and use human resources to their full potential. It also focuses on labour relations, collective bargaining,

industrial conflict and its resolution. This programme provides a good foundation for careers in human resource and general management, labour

relations and related fields of employment.

The requirements for the completion of this programme are described in the section Named BA and BSocSc Degree Programmes of this

Handbook.

Course outlines:

SOC1001F INTRODUCTION TO SOCIOLOGY

First-year, first-semester course, 3 lectures and 1 tutorial per week.

Convenor: Dr J Graaff.

Entrance requirements: None.

People move through life in a set of socially structured institutions like the family, education, work and eldership. How are we shaped by the

society around us? What part can we play in shaping our society? How have sociologists tried to make sense of the society around us in which our everyday experience is located? What is the sociological imagination? How does it help us to go beneath surface appearances to better understand

what is happening? The course introduces students to major ways in which sociologists have grappled to make sense of historically dynamic

society in an increasingly globalized context.

Assessment:

Coursework (incorporating tutorial exercises, assignments and tests) counts 60%; one two-hour examination counts 40% of the final mark.

DP requirements: Completion of all written tests, essays and assignments.

SOC1005S INDIVIDUAL AND SOCIETY

(NOTE: This course may be offered in the Summer/Winter Term – please consult the Centre for Open Learning)

First-year, second-semester course, 3 lectures and 1 tutorial per week.

Convenor: Dr J Graaff.

Entrance requirements: None.

Course outline:

This course explores key issues and activities in South African society today. We live in a society with deeply structured social inequalities and a

range of issues and problems which people confront every day. What is actually happening to people positioned differently in society? What is changing and what is continuing? How do ordinary people deal with these issues? What forms of organization and action do they turn to as they

try to meet their needs and build lives which are fulfilling and dignified? We examine selected social processes, structures, institutions and

behaviours which help us understand these issues and ways of dealing with them.

Assessment:

Coursework (incorporating tutorial exercises, assignments and tests) counts 60%; one two-hour examination counts 40% of the final mark.

DP requirements: Completion of all written tests, essays and assignments.

SOC2004S RACE, CLASS AND GENDER

Second-year, second-semester course, 4 lectures and 1 tutorial per week.

Convenor: Dr Z Erasmus.

Entrance requirements: See prerequisites under Requirements for a major.

Course outline: This course introduces and critically examines various understandings of the concepts „race‟, class and gender. It explores ways in which these categories shape inequalities in South Africa both historically and in the present.

Assessment: Coursework counts 50%; one two-hour examination counts 50% of the final mark.

DP requirements: Completion of all written tests, essays and assignments.

SOC2015S COMPARATIVE INDUSTRIAL AND LABOUR STUDIES

(Not offered in 2007)

SOC2016F INDUSTRIALISATION AND LABOUR IN SOUTH AFRICA

(NOTE: This course may be offered in the Summer/Winter Term – please consult the Centre for Open Learning)

Second-year, first-semester course, 4 lectures and 1 tutorial per week.

Convenor: Associate Professor L Ntsebeza.

Entrance requirements: See prerequisites under Requirements for a major.

Course outline:

This course examines industrialisation in South Africa and its impact on work, labour, race, gender and class formations in society. It does so in

an historical context leading up to the contemporary situation. The role of the state, labour relations legislation, trade unions, strikes and stayaways, managerial strategies and workplace organisation are topics than can be included.

Assessment: Coursework counts 50%; one two-hour examination counts 50% of the final mark.

DP requirements: Completion of all written tests, essays and assignments.

SOC2018S WORKERS, TRADE UNIONS AND RIGHTS

Second-year, second-semester course, 4 lectures and 1 tutorial per week.

Convenor: Dr J Grossman.

Entrance requirements: See prerequisites under Requirements for a major.

Course outline:

This course explores issues concerning human rights particularly at the workplace, with a focus on the role of trade unions and the lived

experience of workers. There often appears to be widespread agreement about many general rights, but events have shown that there are numerous disagreements when it comes to specific issues, implementation, enforcement and choosing priorities. What does the extension of formal rights

mean to the lived experience of workers in the context of class, race, gender and other structured social inequalities? What happens if different

rights clash? How do decisions about these issues affect ordinary people? Against the background of the broader questions and issues outlined above, we will examine new protective legislation which extends rights to workers, its enforcement or lack thereof, and some of the main focuses

of recent and contemporary debates concerning workers and rights.

Assessment: Coursework counts 50%; one two-hour examination counts 50% of the final mark.

DP requirements: Completion of all written tests, essays and assignments.

SOC2019F SOCIAL THEORY

Second-year, first-semester course, 4 lectures and 1 tutorial per week.

Convenor: Associate Professor K Jubber.

Entrance requirements: See prerequisites under Requirements for a major.

Course outline:

This course deals with a wide range of social theories - ranging from classical to contemporary. The focus is on theories that serve to account for

culture, social structure and human individuality. The course aims at developing integrative, multi-level theorising through an examination of

theories that link the biological, psychological, social and cultural. The theories dealt with include those focused on modernity, late modernity and post-modernity; structure and agency; the micro and macro levels of analysis; and mind, self, identity, culture and society.

Assessment: Coursework counts 50%; one two-hour examination counts 50% of the final mark.

DP requirements: Completion of all written tests, essays and assignments.

SOC2030F POVERTY, DEVELOPMENT AND GLOBALISATION (was SOC223F)

(NOTE: This course may be offered in the Summer/Winter Term – please consult the Centre for Open Learning)

Second-year, first-semester course, 4 lectures and 1 tutorial per week.

Convenor: Dr J de Wet.

Entrance requirements: See prerequisites under Requirements for a major.

Course outline: This course examines the great contemporary global problems of poverty and inequality. Sources and selected empirical cases of poverty and

inequality are explored, and related development theories and policies are examined. The geographical scope of the course ranges from the local

to the international.

Assessment:

Coursework counts 50%; one two-hour examination counts 50% of the final mark.

DP requirements:

Completion of all written tests, essays and assignments.

SOC3007F SOCIAL RESEARCH

Third-year, first-semester course, 3 lectures and 1 two-hour option group seminar per week.

Convenor: Associate Professor K Jubber.

Entrance requirements: See prerequisites under Requirements for a major.

Course outline:

This course consists of two components: 1) lectures on research methods and statistics and 2) research option groups in which students get to write

a research proposal, conduct a research project, write a research report and orally present a report on their research project. The options vary from year to year and focus on a variety of contemporary South African themes, problems and topics (e.g. education, human rights, women's issues,

environment). The lectures provide an introductory course in research methods to equip students to conduct their fieldwork. The research option

group meetings deal with substantive, methodological and theoretical issues related to the research project and offer personal supervision for research project work.

Assessment: Coursework counts 70%; one two-hour examination counts 30% of the final mark.

DP requirements: Completion of all tests, assignments as well as submission of draft and final research proposal and draft and final research

report.

NOTE: Credit will not be given for both SOC3007F and SOC3027F.

SOC3008S DEMOCRACY, SOCIAL CHANGE AND DEVELOPMENT IN SOUTH AFRICA

Third-year, second-semester course, 4 lectures and 1 tutorial per week and seminars by arrangement.

Convenor: Professor O Crankshaw.

Entrance requirements: See prerequisites under Requirements for a major.

Course outline: This course is divided into two six week sections. The first section examines the international debate on the causes and character of contemporary urban inequality and its relevance to understanding urban inequality in South Africa. In reading this literature, students will be provided with fresh

concepts with which they can begin to interpret the emerging patterns of inequality in South African cities. The second section examines the

meaning of democracy and land rights for women in rural areas that fall under the jurisdiction of chiefs. The focus will be on post-1994 South Africa.

Assessment: Coursework counts 50%; one two-hour examination counts 50% of the final mark.

DP requirements: Completion of all written tests, essays and assignments.

SOC3026S DIVERSITY STUDIES

Third-year, second-semester course, 4 lectures and 1 tutorial per week.

Convenor: Associate Professor M Steyn.

Entrance requirements: See prerequisites under Requirements for a major.

Course outline:

Drawing on some trends in contemporary critical social theory, this course will examine the way in which the construction of centres and margins

creates differences that have a significant impact on people's life opportunities. Working with a variety of academic, public and popular texts, students will reflect on the operations of power on and within various social positionings in order to understand some of the dynamics of privilege

and oppression. Attention will be paid to how current understandings of the greater porosity of the social world and the intersectional/ hybrid/ non-essentialist nature of identity may be able to provide a more progressive social agenda.

Assessment: Coursework counts 50%; one two-hour examination counts 50% of the final mark.

DP requirements: Completion of all written tests, essays and assignments.

SOC3027F SOCIAL RESEARCH (INDUSTRIAL SOCIOLOGY)

Third-year, first-semester course, 3 lectures and 1 two-hour option group seminar per week.

Convenor: Associate Professor K Jubber.

Entrance requirements: See prerequisites under Requirements for a major.

Course outline:

This course consists of two components: 1) lectures on research methods and statistics and 2) research option groups in which students get to write

a research proposal, conduct a research project, write a research report and orally present a report on their research project. The options vary from year to year and focus on a variety of contemporary South African themes, problems and topics (e.g. education, human rights, women's issues,

environment). The lectures provide an introductory course in research methods to equip students to conduct their fieldwork. The research option

group meetings deal with substantive, methodological and theoretical issues related to the research project and offer personal supervision for research project work.

Assessment: Coursework counts 70%; one two-hour examination counts 30% of the final mark.

DP requirements: Completion of all tests, assignments as well as submission of draft and final research proposal and draft and final research

report.

NOTE: Credit will not be given for both SOC3007F and SOC3027F.

SOC3028S GLOBALISATION, RESTRUCTURING AND JOB CREATION

(was SOC320S)

Third-year, second-semester course, 4 lectures and 1 tutorial per week.

Convenor: Associate Professor D Cooper.

Entrance requirements: See prerequisites under Requirements for a major.

Course outline:

The course begins with a consideration of different perspectives and definitions of „globalisation‟. Thereafter, it examines industrial and

organisational restructuring in the light of globalisations and trade liberalisation. It looks at implications of restructuring for South Africa

including job losses and the informalisation of work, and considers strategies for employment creation in relation to macro-economic policy and

labour legislation. The course concludes with issues of skills training with respect to employment equity and the impact of various social forces.

Assessment: Coursework counts 50%; one two-hour examination counts 50% of the final mark.

DP requirements: Completion of all written tests, essays and assignments.

CRJ2000F CRIME AND DEVIANCE IN SOUTH AFRICAN CITIES

(Course may not be offered in 2007)

Second-year, first-semester course, 4 lectures and 1 tutorial per week.

Convenor: Dr E van der Spuy.

Entrance requirements: SOC1005F or any 1000-level social science course.

Course outline:

This course focuses on the contribution of sociological and criminological analyses to our understanding of both the causes underlying crime and

possible solutions to the crime problem in our society. It considers theories like the Chicago School, functionalism, labelling, subcultural analysis, and the radical critique. It also considers major policy issues in South Africa.

Assessment: Coursework counts 50%; one two-hour examination counts 50% of the final mark.

DP requirements: Completion of all written tests, essays and assignments.

NOTE: This course is offered through Sociology by the Department of Criminal Justice.

POSTGRADUATE

SOCIOLOGY

Graduate programmes The Department offers the following graduate programmes:

• Honours/Masters in Sociology • Honours/Masters in Social Research and Social Theory

• Honours/Masters in Workplace Change and Labour Law

• Research Masters in Sociology • Research Masters in Industrial Sociology

• Doctorate in Sociology

• Doctorate in Industrial Sociology

In addition, the Department is centrally involved in the following interdisciplinary graduate programmes:

• Honours/MPhil in Development Studies • Honours/MPhil in Diversity Studies

• MPhil in HIV/AIDS and Society

Postgraduate Diploma in Education: HIV/AIDS & Society

Admission requirements for Honours/Masters programmes:

(a) Faculty requirements are set out under Rules FH3 and FM3.

(b) Programme requirements:

For entry into the Honours, a BA or BSocSc degree, majoring in Sociology or Industrial Sociology (or equivalent qualification) with at least good second class passes (i.e. 65%) in both third year courses of the major is required. Acceptance is at the recommendation of

the programme convenor and the Head of Department.

For entry into the Masters, a good pass (i.e. an overall average of 65%) in an Honours degree in Sociology, Industrial Sociology or a cognate discipline is required for acceptance into year two of the programme leading to the Masters degree.

Acceptance is at the recommendation of the Programme Convenor and the Head of Department.

Examination requirements for Honours/Masters programmes:

(a) Attendance at seminars is compulsory. All written work must be handed in on due dates unless special permission has been granted. (b) Each taught 36-credit course is weighted at 20% (Honours) and 12.5% (Masters) of the final result and is examined by a combination of

coursework and a formal examination.

(c) The research essay/project is weighted at 20% (Honours) and the minor dissertation 50% (Masters) of the final result. (d) To be awarded the degree not less than 50% must be obtained for each component of the programme.

(e) To be awarded the degree with distinction an overall average of 75% must be obtained with not less than 70% in any component.

Honours/Masters Programme in Sociology

Convenor: Associate Professor K Jubber

Programme objectives:

The programme is intended to develop sociological knowledge and skill in social research and theoretical analysis to the professional level. To achieve this, advanced and intensive modules and courses dealing with research methods, statistics and social theory, form the core of the programme, while students are able to select substantive electives from a wide range of those offered in the department and in other social science departments, based on their own research and career interests. Programme structure:

Honours

The Honours comprises four 36-credit taught courses and a research essay/project.

Compulsory courses: SOC4000X Research Essay/Project (36 credits)

SOC4007X Social Theory and Issues in South African Society (36 credits) SOC4031Z Focus Group Interviews as Qualitative Research (9 credits)

SOC4032Z Questionnaire Design and Data Processing (9 credits)

SOC4033Z Sample Design for Questionnaire Surveys (9 credits) SOC4034Z Basic Social Statistics I (9 credits)

Elective courses:

The remaining two 36-credit courses may be selected from the list of electives set out below.

NOTE: To progress to the Masters level, an overall average result of not less than 65% must be achieved in the Honours degree.

Masters The Masters comprises four 36-credit taught courses and a minor dissertation.

Compulsory courses: SOC5008X Contemporary Social Theory (36 credits)

SOC5030Z In-Depth Interviewing and Analysis (18 credits) SOC5031Z Quantitative Analysis of Household Survey Data (18 credits)

SOC5000X Minor Dissertation (144 credits)

Elective courses: The remaining two courses may be selected from the list of electives set out below: SOC4003Z „Regulated Flexibility‟: Labour legislation and the labour market (36 credits)

SOC4009Z “Race” and Social Identities (36 credits)

SOC4010X Development Theories (36 credits) SOC4010Z Development Sociology in Practice (36 credits) (may not be offered in 2007)

SOC4014Z Globalisation and Labour Relations (36 credits) (not offered in 2007)

SOC4016Z Diversity and Otherness (36 credits) SOC4018X Theories and Issues in Diversity Studies (36 credits)

SOC4022Z Public Health and Society (36 credits)

SOC4023Z Human Resources Development (36 credits) SOC5010X Advanced Development Theories (36 credits)

SOC5025X Problem-Driven Social and Economic Research (36 credits)

SOC5026Z Social Movements, Civil Society and the Working Class (36 credits)

Subject to approval by the Programme Convenor, an elective offered by a cognate department may replace one or more of the above listed

electives. Please consult the list at the back of this Handbook for descriptions of elective courses offered.

Honours/Masters in Social Research and Social Theory

Convenor: Professor O Crankshaw

Programme objectives:

This programme gives students the opportunity to come to grips with high-level research techniques and the theoretical tools to develop research questions and to interpret complex research results. Students who complete the programme will be well-placed for employment in market research companies, social policy consultancies and government departments concerned with the delivery of social services.

Programme structure:

Honours The first year comprises four 36-credit taught courses and a research essay/project.

Compulsory courses:

SOC4000X Research Essay/Project (36 credits)

SOC4007X Social Theory and Issues in South African Society (36 credits) SOC4031Z Focus Group Interviews as Qualitative Research (9 credits)

SOC4032Z Questionnaire Design and Data Processing (9 credits)

SOC4033Z Sample Design for Questionnaire Surveys (9 credits) SOC4034Z Basic Social Statistics I (9 credits)

SOC4035Z Computer Assisted Qualitative Data Analysis (9 credits)

STA4018Z Basic Social Statistics II (9 credits)

Elective courses:

The remaining courses may be selected from the list of electives set out below.

NOTE: To progress to the Masters level, an overall average result of not less than 65% must be achieved in the Honours.

Masters The second year comprises four 36-credit taught courses and a minor dissertation.

Compulsory courses: SOC5000X Minor Dissertation (144 credits) SOC5008X Contemporary Social Theory (36 credits)

SOC5030Z In-Depth Interviewing and Analysis (18 credits)

SOC5031Z Quantitative Analysis of Household Survey Data (18 credits) and SOC5025X Problem-Driven Social and Economic Research (36 credits) or

STA5012Z Advanced Social Statistics (18 credits) plus any other 18 credit module from the suite of Advanced Interdisciplinary modules

Elective courses:

The remaining courses may be selected from the list of electives set out below. ECO4027S The Analysis of Survey Data (14 credits)

EGS4035Z The Rise, Fall and Reconstruction of the South African City (36 credits)

PHI4011Z New Directions in Democratic Theory (36 credits) POL5001X Comparative Politics (36 credits)

POL5023Z Political Behaviour and Socio-Political Attitude Research (36 credits)

SOC4010X Development Theories (36 credits) SOC4018X Theories and Issues in Diversity Studies (36 credits)

SOC5010X Advanced Development Theories (36 credits)

SOC5026Z Social Movements, Civil Society and the Working Class (36 credits)

Subject to approval by the Programme and course convenor, an elective offered by a cognate department may replace one of the above listed

electives. Please consult the list of courses at the back of the handbook for descriptions of elective courses offered.

Honours/Masters Programme in Workplace Change and Labour Law

Convenor: Professor J Maree

Admission requirements

(a) Faculty requirements are set out under Rules FH3 and FM3.

(b) Programme requirements:

The minimum requirement for entry into the Honours is a good Bachelors degree (65% or above) with a major in a relevant field of study in the social sciences or law. A major or specialization in Industrial Sociology, Labour Law, Human Resource Management,

Organisational and/or Industrial Psychology, is a distinct advantage. In exceptional cases, admissions will also be considered on the

basis of merit, experience and recognition of prior learning. A good pass (i.e. an overall average of 65%) in the Honours (in this programme or in another relevant field) is required for acceptance

into the Masters.

Acceptance is at the recommendation of the Programme Convenor and the Head of the Department of Sociology.

Programme objectives:

The aim of this programme is to give students a thorough understanding of the social forces and laws that shape the quality and changing nature of

work. It examines from local to global forces that are brought to bear on the workplace. Hence it provides students with a comprehensive

understanding of the laws and forces at work, in order to enable them to develop appropriate strategies and policies that maximise organisational efficiency while providing humane and fulfilling working conditions. The programme is interdisciplinary, providing students with the opportunity

to study the contribution of different disciplines to understand workplace relations. It consists of four courses and a research essay/project

(Honours) or four courses and a minor dissertation (Masters). Students are thus exposed to cutting edge theories and issues in their courses, with

the opportunity to research a topic they wish to explore in greater depth in their research project and dissertation.

Programme structure:

Honours The first year comprises four 36-credit taught courses and a research essay/project.

Compulsory courses SOC4000X Research Essay/ Project (36 credits)

SOC4003Z „Regulated Flexibility‟: Labour Legislation and the Labour Market (36 credits)

Any four modules from the suite of Interdisciplinary Research Methods modules listed below: HIST4040Z Archives and Historical Studies Method (9 credits)

POL4040Z Comparative Analysis and Case Studies (9 credits)

POL4042Z Public Opinion Analysis (9 credits) POL4043Z Conceptual Analysis (9 credits)

SOC4030Z Introduction to Social Research (9 credits)

SOC4031Z Focus Group Interviews as Qualitative Research (9 credits) SOC4032Z Questionnaire Design and Data Processing (9 credits)

SOC4033Z Sample Design for Questionnaire Surveys (9 credits)

SOC4034Z Basic Social Statistics I (9 credits) SOC4035Z Computer Assisted Qualitative Data Analysis (9 credits)

STA4018Z Basic Social Statistics II (9 credits)

Elective courses: The remaining two 36-credit courses may be selected from the list of electives set out below. At least one must be a law course (i.e. CML).

Note: To progress to the Masters level an overall average result of not less than 65% must be achieved in the Honours.

Students exiting successfully at the end of the Honours year will obtain a Honours degree in Workplace Change and Labour Law.

Masters The second year comprises four 36-credit taught courses and a minor dissertation.

Compulsory courses:

SOC5000X Minor Dissertation (144 credits) (i) If students did not do the Honours in this programme:

SOC4003Z „Regulated Flexibility‟: Labour Legislation and the Labour Market (36 credits)

or, if students did complete the Honours of this Programme, any one of the following: SOC4014Z Globalisation and Labour Relations (not offered in 2007) (36 credits)

SOC4023X Human Resource Development (36 credits)

SOC5023X Diversity Implementation and Practice (36 credits)

(ii) Four of following modules from the suite of Interdisciplinary Research Methods modules chosen in consultation with the Programme

convenor: HIST4040Z Archives and Historical Studies Method (9 credits)

POL4040Z Comparative Analysis and Case Studies (9 credits)

POL4042Z Public Opinion Analysis (9 credits) POL4043Z Conceptual Analysis (9 credits)

SOC4030Z Introduction to Social Research (9 credits)

SOC4031Z Focus Group Interviews as Qualitative Research (9 credits) SOC4032Z Questionnaire Design and Data Processing (9 credits)

SOC4033Z Sample Design for Questionnaire Surveys (9 credits)

SOC4034Z Basic Social Statistics I (9 credits) SOC4035Z Computer Assisted Qualitative Data Analysis (9 credits)

STA4018Z Basic Social Statistics II (9 credits)

(iii) If students did complete the Honours of this programme, two from If students did not do the Honours in this programme:

SOC5030Z In-Depth Interviewing and Analysis (18 credits)

SOC5031Z Quantitative Analysis of Household Survey Data (18 credits) STA5012Z Advanced Social Statistics (18 credits)

or SOC5025X Problem-Driven Social and Economic Research (36 credits)

or

Any other two modules from the suite of Advanced Interdisciplinary Research Methods modules listed in the Handbook

Elective courses: The remaining 36-credit course may be selected from the list of electives set out below or courses listed above that were not taken. At least one

course must be a law course.

CML6013S Collective Bargaining and Strike Law (30 credits)

CML6022S Social Security Law (30 credits)

CML6031S Conciliation and Arbitration (30 credits)

CML6051F Individual Labour Law (30 credits) EDN6005Z Knowledge, Learning and the Organisation of Work (36 credits)

EDN6038X Economics, Equity and Educational Policy (36 credits)

EDN6079X Literacy, Work and Adult Basic Education (36 credits) SOC4002Z Thinking Through Transformation (36 credits)

SOC4009Z “Race” and Social Identities (36 credits)

SOC4010X Development Theories (36 credits) SOC4018X Theories and Issues of Diversity (36 credits)

SOC5026Z Social Movements, Civil Society and the Working Class (36 credits)

SOC5029X Cape Town Politics and Society (36 credits) Subject to the approval of the Programme Convenor, an elective offered by a cognate department may replace one or more of the listed electives.

MSocSc in Sociology MSocSc in Industrial Sociology PhD in Sociology PhD in Industrial Sociology

Admission requirements:

(a) Faculty Rule FM3 and FDA1-FDA6 and University General Rules apply.

(b) Applicants must have the required academic background and submit an acceptable research proposal for which supervision is available.

Research degrees are encouraged, where the field of research is clearly defined, the student wishes to concentrate on a specific research topic, and has demonstrated the ability to do so.

Note: Preference will be given to students who select research topics which are clearly located in the sub-fields of research being currently

undertaken by academic staff members of the department.

Degree structure: Examination is by dissertation/thesis alone. A Masters dissertation should not exceed 50,000 words in length. A Doctoral thesis should not exceed 80,000 words in length.

INTERDISCIPLINARY PROGRAMMES

Honours/MPhil in Development Studies Convenor: Professor J Maree

Admission requirements:

(a) Faculty requirements are set out under Rules FH3 and FM3.

(b) Programme requirements: The following students will be considered for admission:

Graduates with any majors or of programmes within the social sciences. Besides Sociology, Industrial Sociology, Political Studies, Social Anthropology and Environmental and Geographical Science, these would include Economics, History and Religious Studies.

(c) Students from other programmes and degrees may be admitted at the discretion of the Programme Convenor and the Head of the

Department of Sociology. Any student may be required to take appropriate supplementary access courses. Selection into this programme is not automatic and is dependent on good second-class passes at third year level.

(d) Students are admitted either to the Honours or the MPhil; admission to the Honours does not imply automatic admission to the MPhil.

Acceptance is on the recommendation of the Programme Convenor and confirmation by the Head of the Department of Sociology.

Programme objectives:

This programme prepares students for entry primarily into the professional development community. This community straddles many spheres

including community and non-governmental organisations, research organisations, agencies at various levels of government, media organisations

and possibly corporate social responsibility offices. It is envisaged that MPhil (Development Studies) graduates will eventually take leading positions in this community; developing and disseminating knowledge about those sectors of society worst affected by socio-economic inequity,

and devising strategies for them to gain access to resources and grow their capacity to optimise these resources.

Programme structure:

Honours The Honours comprises four 36-credit taught courses and a research essay.

Compulsory courses: SOC4000X Research essay/project (36 credits) SOC4010X Development Theories (36 credits)

Any four modules from the suite of Interdisciplinary Research Methods modules listed below SOC4030Z Introduction to Social Research (9 credits)

SOC4031Z Focus Group Interviews as Qualitative Research (9 credits)

SOC4032Z Questionnaire Design and Data Processing (9 credits) SOC4033Z Sample Design for Questionnaire Surveys (9 credits)

SOC4034Z Basic Social Statistics I (9 credits)

SOC4035Z Computer Assisted Qualitative Data Analysis (9 credits) STA4018Z Basic Social Statistics II (9 credits)

Elective courses: Subject to approval by the convenor, the elective courses may be selected from the programme-relevant electives offered in the departments of

Sociology, Political Studies, Religious Studies, Social Anthropology, Environmental and Geographical Science, Economics and at neighbouring

universities.

NOTE: To progress to the Masters level either an overall average result of not less than 68% must be achieved or a mark of 68% for SOC4000X

and an overall average of 65% must be achieved.

Masters The Masters comprises four 36-credit taught courses and a minor dissertation.

Compulsory courses: POL5025X Research/Internship (36 credits)

SOC5010X Advanced Development Theories (36 credits)

SOC5000X Minor Dissertation (144 credits) (the departmental prefix will depend on the research supervisor's department)

Elective courses: One of the elective courses should fall within the programme's designation of 'professional study' courses, namely: SAN5003X Anthropology of Development, SOC4010Z Development Sociology in Practice (may not be offered in 2007), Advanced Interdisciplinary Research Methods (two

modules from the suite of Advanced Interdisciplinary Research Methods modules listed in the Handbook), SOC5029Z Cape Town Politics and

Society or PSY5016X Programme Evaluation. Subject to approval by the convenor, the second elective course may be selected from the above list or from any programme-relevant electives offered in the departments of Sociology, Political Studies, Social Anthropology, Environmental and

Geographical Science, Economics and at neighbouring universities.

Assessment:

(a) Attendance at seminars is compulsory. All written work must be handed in on due dates unless special permission has been granted.

(b) Each taught 36-credit course is weighted at 20% (Honours) and 12.5% (Masters) of the final result and is examined by a combination of

coursework and a formal examination. (c) The research component is weighted at 20% (Honours research essay/project) and 50% (Masters minor dissertation).

(d) To be awarded the degree not less than 50% must be obtained for each course of the programme and the research essay/project (Honours) or

minor dissertation (Masters). (e) To be awarded the degree with distinction an overall average of 75% must be obtained with not less than 70% in any component.

Honours/MPhil in Diversity Studies Convenors: Associate Professor M Steyn, Professor C Soudien

Teaching Staff: Staff from a number of departments and faculties, as well as from beyond the University, participate in the teaching. These may

include: Sociology, Education, Psychology, Social Anthropology, English Language and Literature, Law Faculty, African Gender Institute, Management Studies, Graduate School of Business, as well as NGOs and private consultants in the field.

UCT-NYU Diversity Studies Exchange Programme: Students in the programme who wish to apply to study at New York University, Graduate School in Arts and Science, should enquire about the UCT-NYU Diversity Studies exchange scholarships.

Admission requirements:

(a) Faculty requirements are set out under Rules FH3 and FM3.

(b) Programme requirements:

Normally, admission requires an appropriate Bachelor‟s degree, which usually has a Social Science component. Students from other programmes or degrees are admitted at the discretion of the Programme Committee and in consultation with the Head of Department of

Sociology.

Any student may be required to take supplementary access courses. Selection into this Programme is not automatic and is dependent on good second class passes at third year level.

(c) Students are admitted either to the Honours or the MPhil; admission to the Honours does not imply automatic admission to the MPhil.

Acceptance is on the recommendation of the Programme Convenor and confirmation by the Head of the Department of Sociology.

Programme objectives:

In examining how differences are framed to open up or close down possibilities for groups of people along various axes – race, class, gender, sexuality, ability, HIV/AIDS status, etc. – this programme develops a critical perspective on the study of social diversity. Through being exposed

to theorisations of privilege/oppression, inclusion/exclusion, centering/marginalisation students will develop skills for analysing the complex

issues related to cultural and social positioning. They will engage critically with the literature on implementation and practice, learning to address diversity-related issues in various social contexts within an agenda of broadening possibility and deepening democracy for a greater number of

people.

Programme structure:

Honours The Honours comprises four, 36-credit or equivalent, taught courses and a research practicum arranged in consultation with the course

convenor(s), and a related research essay/project.

Compulsory courses:

SOC4000X Research Essay/Project (36 credits)

SOC4009Z Race and Social Identity (36 credits) In certain circumstances, and subject to the discretion of the convenor(s) an alternative

may be allowed. SOC4018X Theories and Issues of Diversity (36 credits)

SOC4030Z Introduction to Social Research (9 credits)

Any four modules from the suite of Interdisciplinary Research Methods modules listed in the handbook

Elective courses: The remaining course may be selected from the list of electives set out below. (Electives may not be offered every year. Students are advised to

make enquiries and to plan according to course availability.)

CAS4003X Images of Africa (36 credits)

CAS4004Z Race and Racism: Debates in African Studies (36 credits) CAS4005Z Race, Culture and Identity in Africa (36 credits)

ELL4040Z Language Contact and Bilingualism (36 credits)

HST4003Z Reading Colonial Images in Post-Apartheid South Africa (36 credits) POL4036Z Theory and Practice of Conflict Resolution (36 credits) (may not be offered in 2007)

PSY4000Z Social Psychology (36 credits)

SAN4001X Anthropology of Societies in Transition (36 credits) REL4041Z Theologies of Liberation (36 credits)

SAN4012Z Anthropology of Gender and Sexuality (36 credits)

SOC4009Z "Race" and Social Identity (36 credits) SOC4010X Development Theories (36 credits)

SOC4023Z Human Resource Development (36 credits)

Subject to approval by the course convenors, an elective offered by a cognate department (or any of the electives offered, or currently being

developed by iNCUDISA, including those offered by the Diversity Studies Program, Graduate School in Arts and Science, NYU) may replace one or more of the listed electives. See course outlines at the back of the Graduate School Handbook for descriptions.

NOTE: Normally, to progress to year two (Masters level) an overall average result of not less than 65% must be achieved.

Masters The Masters comprises four 36-credit or equivalent taught courses and a minor dissertation.

Compulsory courses: SOC5000X Minor Dissertation (144 credits) (the departmental prefix will depend on the research supervisor‟s department)

SOC5021Z Intercultural Communication (36 credits)

SOC5023X Diversity Implementation and Practice (36 credits)

In certain circumstances, and subject to the discretion of the convenor(s), one of these courses may be replaced with one of the compulsory courses offered in the Honours year. Students entering the programme at Masters level only are usually required to take SOC4018X in addition to

the above courses.

Elective courses:

The remaining two courses may be selected from the list of electives set out below.

CAS5007X Problematizing the Study of Africa (36 credits) EDN5095Z Literacy in Theory and Practice (36 credits)

EDN6024X Translating and Interpreting (36 credits)

PBL6029S Equality Law (30 credits) REL5009Z Religion, Conflict and Violence (36 credits)

REL5018Z Religion and Gender (36 credits)

SOC5008X Social Contemporary Social Theory (36 credits) SOC5022X Critical Issues in HIV/AIDS (36 credits)

SOC5025X Problem-Driven Social and Economic Research (36 credits)

SOC5026Z Movements, Civil Society and the Working Class (36 credits) SOC5029X Cape Town: Politics and Society (36 credits)

SWK5002X Group Dynamics and Mediation (36 credits)

SWK5007X Change Management (36 credits) Or any two 18- credit modules from the suite of Advanced Interdisciplinary Research Methods modules.

Subject to approval by the course convenors, an elective offered by a cognate department (or any of the electives offered, or currently being developed by iNCUDISA, including those offered by the Diversity Studies Program, Graduate School in Arts and Science, NYU) may replace one

or more of the listed electives. See course outlines at the back of the Graduate School Handbook for descriptions.

Assessment:

(a) Attendance at seminars is compulsory. All written work must be handed in on due dates unless special permission has been granted.

(b) Each taught course is weighted and examined by a combination of coursework and a formal examination. (c) The research essay/projectcomponent is weighted at 20% (Honours research essay/project) and 50% (Masters minor dissertation).

(d) Admission to the Masters year is usually subject to a minimum overall average of 65% in the Honours year.

(e) To be awarded the degree not less than 50% must be obtained for each course of the programme and the research essay/project (Honours) or minor dissertation (Masters).

(f) To be awarded the degree with distinction an overall average of 75% must be obtained with not less than 70% in any component.

MPhil in HIV/AIDS and Society Staff from a number of Departments participate in the teaching. These include:

Sociology, Historical Studies, School of Education, Centre for Film and Media Studies and School of Languages and Literatures: Africa

Languages and Literatures in the Humanities Faculty as well as staff from the School of Public Health and Family Medicine, Institute of Infectious Diseases and Molecular Medicine and the Department of Psychiatry and Mental Health in the Faculty of Health Sciences.

Convenor: Dr J Head

Programme objectives: The aim of this programme is to produce graduates who have a demonstrated competence to grapple with the social complexities of the HIV/AIDS epidemic in South Africa theoretically and through empirical research. The programme will be of particular benefit to those interested

in the following fields: the media, education and advocacy, such as journalists and people who develop HIV/AIDS learning materials, the caring

and service professions - teachers, social workers, community development workers, psychologists, health workers - and those attached to faith communities. People living with HIV/AIDS are encouraged to apply.

Admission requirements:

(a) Faculty requirements are set out under Rules FM3.

(b) Programme requirements:

In exceptional cases admissions will be considered on the basis of merit, experience and recognition of prior learning.

Acceptance is on the recommendation of the Programme Convenor and confirmation by the Head of the Department of Sociology.

Programme structure: The MPhil programme comprises four 36-credit or equivalent taught courses and a minor dissertation on an aspect of the challenge posed by

HIV/AIDS. Each individually planned curriculum will comprise two compulsory courses, and two courses chosen from the suite of electives offered by

departments in the Faculty of Humanities and the School of Public Health and Family Medicine.

The Postgraduate Diploma in Education (HIV/AIDS & Society) comprises only the four taught courses of the MPhil (for specific rules, see School

of Education „Postgraduate Diploma in Education‟).

Compulsory courses:

SOC5022X Critical Issues in the Study of HIV/AIDS and Society (36 credits)

SOC5000X Minor Dissertation (144 credits) (the departmental prefix will depend on the research supervisor‟s department) Any four 9-credit modules from the suite of Interdisciplinary Research Methods modules listed in the Handbook

Elective courses: Subject to approval by the convenor, the remaining two 36-credit taught courses may be selected from the electives on offer. Please consult the

Graduate School Handbook for descriptions of elective courses. Additional electives may be offered, including courses from the School of Public

Health and Family Medicine. See also School of Education in this Handbook, for rules with respect to electives for the Postgraduate Diploma in Education (HIV/AIDS & Society).

Assessment:

(a) Attendance at seminars is compulsory. All written work must be handed in on due dates unless special permission has been granted.

(b) Students are required to pass the core course "Critical Issues in the study of HIV/AIDS and Society" with an aggregate of 65% to continue

with the rest of the MPhil Programme. (c) Each taught 36-credit course is weighted at 12.5% of the final result and is examined by a combination of coursework and a formal

examination/long essay or project. (d) The dissertation component is weighted at 50% of the final result.

(e) To be awarded the degree not less than 50% must be obtained for each course and the minor dissertation.

(f) To be awarded the degree with distinction an overall average of 75% must be obtained with not less than 70% in any component.

Students have the option, or may be directed, to exit the programme after successful completion of the coursework only (i.e. without the minor

dissertation) with the qualification of Postgraduate Diploma in Education (HIV/AIDS & Society) (see details under the School of Education entry in this Handbook).

Postgraduate Diploma in Education: HIV/AIDS & Society (Offered full/part time 2007/2008)

Co-ordinator: Dr Judith Head (Sociology)

Who should seek admission to this stream/

The programme will be of particular benefit to those working, or hoping to work, in the following fields: the media, education and advocacy, such

as journalists and people who develop HIV/AIDS learning materials, the caring and service professions - teachers, social workers, community

development workers, psychologists, health workers - and those attached to faith communities. People living with HIV/AIDS are encouraged to apply.

General aims:

The aim is to produce graduates who have a demonstrated competence to grapple with the social complexities of the HIV/AIDS epidemic in South

Africa, in order to work in this area of education (conceptualised broadly) within civil society.

.

Admission requirements: A candidate for the diploma is required to hold the BEd(Hons) degree of this University or its approved equivalent from another university and to

have a record of professional and academic work considered by Senate to be satisfactory for this purpose.

Programme structure: A candidate for the diploma is required to complete four courses within an area of specialisation. Each course has a weighting of 25% of the final result for the diploma.

Duration: A candidate shall be required to register for not less than one academic year of study.

A candidate registered for the diploma must complete all required work within two academic years of first registration.

Registration: A candidate who fails a course may only repeat or offer a substitute course if one is available, with the permission of the Senate. A candidate who fails more than one prescribed course will fail the diploma and will not be permitted to renew his/her registration for the

Diploma.

A candidate who does not complete at least two courses in the first year will not be permitted to renew his or her registration for a second year.

Examination: A candidate must complete a minimum of four courses, each of which comprises 25% of the final result. The compulsory and optional courses for

each specialisation curriculum will be prescribed.

The diploma will be awarded with distinction if the candidate obtains an overall average mark of 75% or higher on the four courses that constitute

the diploma and if the candidate obtains not less than 70% on each of these four courses.

Compulsory core course:

SOC5022X Critical Issues in the Study of HIV/AIDS and Society (36 credits)

Any four 9-credit modules from the Interdisciplinary Research Methods modules listed in the Handbook.

Two electives from the list below, at least one of which must be an EDN course:

ECO5001S The Economics of Aids in Africa (23 credits) EDN5050Z Contemporary Policy Challenges in Education (36 credits)

EDN6098Z HIV/AIDS and Social Identity (36 credits)

SAN5012X Culture, Health and Illness (36 credits) OR

Subject to approval by the convenor, the remaining courses may be selected from the electives on offer within the Faculty of Humanities. Please

consult the Graduate School Handbook for descriptions of elective courses. Additional electives may be offered, including courses from the School of Public Health and Family Medicine.