Ludlow, Elizabeth Helen2007-03-012007-03-012007-03-01http://hdl.handle.net/10539/2192Student Number : 7262070 - M Ed research report - School of Education - Faculty of HumanitiesThis research report investigates the development of undergraduate history students’ knowledgeability and identity as historians. Drawing on a sociological paradigm, it examines the classification of the discipline or practice of history that informs undergraduate history teaching at a sample of three South African universities. It suggests that most undergraduate courses focus on and aim to apprentice students into a partial experience of the practice of history – the adjudicative task of the historian. The report then presents findings from an analysis of student feedback on their participation in an extended local history assignment. The analysis of student work draws upon socio-cultural notions of situated learning and the community of practice. This analysis suggests that as an instance of situated learning, the local history engagement enhances students’ understanding of the interpretative task of the historian and their own identity as constructors of history. The findings also suggest that there are implications for curriculum development in undergraduate history programmes.9974 bytes19860 bytes9771 bytes13535 bytes63152 bytes27588 bytes52988 bytes127021 bytes59945 bytes46809 bytes20608 bytes9908 bytesapplication/pdfapplication/pdfapplication/pdfapplication/pdfapplication/pdfapplication/pdfapplication/pdfapplication/pdfapplication/pdfapplication/pdfapplication/pdfapplication/pdfenundergraduate academic historypractice of historyclassificationsituated learningcommunities of practicelocal historyThesis