DEPARTMENT OF

vf

POLITICAL STUDIES AND

GOVERNANCE

POLS 2634

Cooperative Governance and

Electoral Politics

Compiled by
Dr Bianca Naude

2024

NQF level: 7

Number of credits: 16
TABLE OF CONTENTS
1. Welcome to POLS 2634! ................................................................................................ 1
2. Module Objectives.......................................................................................................... 2
3. Module Outcomes .......................................................................................................... 2
4. Learning Units ................................................................................................................ 3
5. MODULE CALENDAR..................................................................................................... 4
6. Prerequisites................................................................................................................... 6
7. Credits and Notional Learning Hours........................................................................... 6
8. Study Material ................................................................................................................. 6
9. Assessment .................................................................................................................... 7
9.2 Calculation of the Final Mark ................................................................................ 8
9.3 Assignments .......................................................................................................... 8
9.3.1 Submission and Penalty Clause ......................................................................... 9
9.3.2 Departmental Policy on Assignments and Plagiarism ...................................... 10
9.3.3 How to write your assignment ........................................................................... 12
9.3.2 Assignment Checklist........................................................................................ 23
9. Tips for Tests and Exams ............................................................................................ 24
10. Updating of Module Information and Resources ...................................................... 24
11. Learning Unit Guide ..................................................................................................... 25
11.1 LEARNING UNIT 1: ...................................................................................................... 25
Democracy and the political process ................................................................................ 25
11.1.1. Unit Overview ............................................................................................... 25
11.1.2. Learning Outcomes and Assessment Activities....................................... 25
11.1.3. Unit Specific Content................................................................................... 26
11.2 LEARNING UNIT 2: ....................................................................................................... 27
Power-sharing in modern democracies ............................................................................ 27
11.2.1. Unit Overview ............................................................................................... 27
11.2.2. Learning Outcomes and Assessment Activities....................................... 27
11.2.3. Unit Specific Content................................................................................... 27
11.3 LEARNING UNIT 3: ....................................................................................................... 29
Models of intergovernmental relations ............................................................................. 29
11.3.1. Unit Overview ............................................................................................... 29
11.3.2. Learning Outcomes and Assessment Activities....................................... 29
11.3.3. Unit Specific Content................................................................................... 29
11.4 LEARNING UNIT 4: ....................................................................................................... 31
Intergovernmental relations in South Africa..................................................................... 31
11.4.1. Unit Overview ............................................................................................... 31
11.4.2. Learning and Assessment Activities ......................................................... 31
11.4.3. Unit Specific Content................................................................................... 32
11.5 LEARNING UNIT 5: ....................................................................................................... 34
Democracy, elections, and civic participation.................................................................. 34
11.5.1. Unit Overview ............................................................................................... 34
11.5.2. Learning and Assessment Activities ......................................................... 34
11.5.3. Unit Specific Content................................................................................... 35
11.6 LEARNING UNIT 6: ....................................................................................................... 37
Elections and political violence ......................................................................................... 37
11.6.1. Unit Overview ............................................................................................... 37
11.6.2. Learning and Assessment Activities ......................................................... 37
11.6.3. Unit Specific Content................................................................................... 37
Table 1: Icon Library

Icon Description

Welcome message and lecturer information

Module objective

Module outcomes

Action words, terms and concepts that need to be understood.

Indicates activities and resources made available on Blackboard.

Prerequisites of the module.

Credits and notional hours relevant to the module.

i|Page
Indicates face – to face contact sessions.

Indicates an activity to be completed on your own (Preparation). You

may still ask for feedback from your tutor or lecturer when you
encounter aspects that you have difficulty with.

A quiz – usually made available for self-assessment on Blackboard.

Unit specific content for the module.

The resources to be consulted (such as the textbook, additional reading

material etc.)

The roadmap that contextualises (puts into perspective) the different

pieces of information in the module.

An indication of an important reminder/cautionary from your lecturer to

be paid attention to.

Assessment questions and opportunities.

ii | P a g e
Unit specific assessment criteria.

Indicates a learning unit.

Learning unit outcomes for a specific unit.

Purpose of the learning unit

iii | P a g e
 1. WELCOME TO POLS 2634!

Dear student,

Welcome to POLS2634: Cooperative Governance and Electoral Politics!

The lecturer responsible for this module on the Qwaqwa Campus is Dr Bianca Naude.

Here below, you will find all the information that you will need to contact your lecturer, as well
as other relevant staff in the Department Political Studies and Governance on the Qwaqwa
Campus.

HEAD OF DEPARTMENT

Subject Head: Dr PA Schoeman

Email address: [email protected]

Consultation: Please be sure to familiarise yourself with the procedures

contained in the student engagement protocols document that
is available on Blackboard, under the tab “Important
Contacts”.

LECTURER

Lecturer: Dr B Naude

Email address: [email protected]

Your lecturer will be available for email consultation from

Monday to Wednesday, between 10h00 and 16h30.
Consultation: Face to face consultation by appointment only. Kindly send an
email to [email protected], stating clearly what your query
relates to.

1|Page
 2. MODULE OBJECTIVES

This module concentrates on constitutionalism as the practice of limited government ensured

by the existence of a constitution. In the South African political context, the constitution
provides for cooperative government, referring to a range of intergovernmental relations,
processes, structures and institutions. There is a further focus on the composition, sequence
and functions of the so-called “electoral chain” such as constitutional provisions; citizenship
and the execution of political rights; the function and role of political parties and interest
groups; voting and voter behaviour; and the institutionalisation of an election outcome.

3. MODULE OUTCOMES

After completing the course, students are expected to demonstrate an understanding of the
following key concepts and topics:
• Critically discuss the concepts of democracy, civil society, and political participation;
• Identify and evaluate the constitutional framework relevant to limited and cooperative
government in South Africa;
• Identify the different models, principles and core values of intergovernmental relations
as applied to the different spheres of government in South Africa;
• Describe the relationship between the different spheres of government with specific
reference to local government;
• Identify challenges for improvement and better performance of local government;
• Describe and evaluate South Africa’s electoral system;
• Evaluate recent and current voting and voting behaviour in South Africa;
• Demonstrate an understanding of how elections can contribute to conflict; and
• Describe and evaluate the importance of political parties, civil society and interest
groups in electoral processes;
• Appraise the role and implications of political party financing in elections.

SPECIFIC OUTCOMES
On completion of this module, students will be able to:
• Demonstrate a balanced understanding of cooperative governance and electoral
politics and the various ways in which it manifests and is managed in South Africa;

2|Page
 • Think critically and creatively in order to identify and solve problems related to
cooperative government;
• Collect, analyse, organise and critically evaluate data and situations;
• Develop personally by becoming culturally sensitive across a range of social contexts;
• Work effectively with others as a member of a group, team, and/or community – not
only as students, but also as responsible citizens by participating in the local, national
and global communities;
• Communicate effectively and logically, using oral and non-verbal communication, the
visual presentation of information and communicating in writing;
• Reflect on and explore a variety of strategies to learn more effectively;
• Develop entrepreneurial opportunities;
• Reflect on and explore a variety of strategies to learn more effectively; and
• Think critically and creatively to solve real-world problems

4. LEARNING UNITS

OUTLINE OF MODULE AND CREDITS

This module has been structured to consist of 160 notional learning hours. The composition
of these hours is as follows:

Unit 1: Democracy and the political process

Unit 2: Power-sharing in modern democracies
Unit 3: Models of intergovernmental relations Africa
Unit 4: Intergovernmental relations in South
Unit 5: Democracy, elections, and civic participation
Unit 6: Elections and political violence

3|Page
 5. MODULE CALENDAR

The module stretches over the period 12 February to 24 May 2024, during which the following
program will be followed:

WEEK UNIT & THEME ACTIVITIES TO COMPLETE WHERE?

- Get to know Blackboard, find Blackboard,

the course schedule and
lecturer info. UFS Library
12 – 16
Orientation
Feb - Familiarise yourself with the Study guide/
study guide and acquire a copy Library/
of your textbook. Bookstore
- Work through the learning Blackboard/
Unit 1 materials for the unit. Study guide
19 – 23
Feb Democracy & the
political process Consult UFS
- Attend compulsory lectures.
timetable.
- Work through the learning Blackboard/
Unit 1 (continued) materials for the unit. Study guide
26 Feb –
01 Mar Democracy & the
political process Consult UFS
- Attend compulsory lectures.
timetable.
Unit 2 - Work through the learning
Blackboard
04 – 08 Power-sharing in materials for the unit.
Mar modern Consult UFS
democracies - Attend compulsory lectures.
timetable.
Unit 2 (continued) - Work through the learning
Blackboard
11 – 15 Power-sharing in materials for the unit.
Mar modern Consult UFS
democracies - Attend compulsory lectures.
timetable.
Semester Test 1 Details to be communicated on Venue to be
13 Mar Blackboard.
(Units 1 & 2) confirmed.
- Work through the learning
Blackboard
18 – 22 Unit 3 materials for the unit.
Mar Models of IGR Consult UFS
- Attend compulsory lectures.
timetable.
- Work through the learning Blackboard
25 – 29 Unit 3 (continued) materials for the unit.
Mar Models of IGR - Attend compuslory lectures. Consult UFS
timetable.
01 – 05 - Work through the learning
Unit 4 Blackboard
April materials for the unit.

4|Page
 IGR in South Consult UFS
Africa - Attend compulsory lectures.
timetable.
Assignment due
05 April To be completed on Blackboard by no later than 12h00 Blackboard
(midday, not midnight).

08 – 12 April | UFS Break

- Work through the learning
Unit 4 (continued) Blackboard
15 – 19 materials for the unit.
April IGR in South
Africa Consult UFS
- Attend compulsory lectures.
timetable.
Semester Test 2 Details to be communicated on Venue to be
17 April Blackboard. confirmed
(Units 3 & 4)
Unit 5 - Work through the learning Blackboard
22 – 26 Democracy, materials for the unit.
April elections & civic - Attend compulsory lectures. Consult UFS
participation timetable.
Unit 5 (continued) - Work through the learning Blackboard
29 Apr – Democracy, materials for the unit.
03 May elections & civic - Attend compulsory lectures. Consult UFS
participation timetable.
- Work through the learning Blackboard
Unit 6 materials for the unit.
06 – 10
May Elections &
political violence - Attend compulsory lectures. Consult UFS
timetable.
- Work through the learning Blackboard
Unit 6 (continued) materials for the unit.
13 – 17
May Elections &
political violence - Attend compulsory lectures. Consult UFS
timetable.
By admission only. Venue to be
Sick Test
15 May Details to be communicated on confirmed.
(Units 1-6)
Blackboard.
- Revise all materials for this Blackboard
20 – 24 course.
Revision
May - Attend compulsory lectures. Consult UFS
timetable.
Check that your marks have been
PeopleSoft
24 May Predicate day entered into PeopleSoft
(Gradebook)
(Gradebook) correctly.
Details to be communicated on To be
Main mid-year
May/June Blackboard. Check updates confirmed
Examinations
regularly.
July Details to be communicated on To be
Additional mid-
Blackboard. Check updates confirmed
year Examinations
regularly.

5|Page
 6. PREREQUISITES

Please consult the “Faculty Important Information” site or the Faculty Rules and Regulations
in your Rulebook for more information.

7. CREDITS AND NOTIONAL LEARNING HOURS

“Notional learning hours” indicate the amount of learning time taken by the “average” student
to achieve the specified learning outcomes of the course-unit or programme. It includes all
learning relevant to achievement of the learning outcomes e.g. directed study, essential
practical work, group work, private study, preparation and assessment. Please consult the
“Faculty Important Information” site from Blackboard or the Faculty Rules and Regulations in
your Rulebook for more information if necessary.

This module has 16 credits, requiring 160 notional learning hours from students.

8. STUDY MATERIAL

The following are the prescribed textbooks for this module:

De Jager, N. Ed. 2015. South African Politics: An introduction. Cape Town: Oxford
University Press.

Heywood, A. 2019. Politics, 5th ed. London: Palgrave Macmillan.

*NB* Additional material and activities will be made available on Blackboard throughout the
semester. It is each student’s responsibility to check Blackboard regularly for new materials
or activities.

6|Page
 9. ASSESSMENT

It is important to note that all of the evaluation activities are compulsory and if you do not
complete them your mark will be given as “incomplete” and you will fail the course. Kindly note
that there are no “special re-valuations” for this course, and that the marks for one assessment
activity (a test, for example), may not be used to substitute the marks of another assessment
activity (an assignment, for example). Continuous evaluation demands that you work
regularly, completing the evaluations as indicated on your timetable. Consult your timetable
carefully and regularly!

Your semester (predicate) mark for POLS 2634 will be calculated as follows:

• Two semester tests (it is compulsory to write BOTH semester tests for this course;
if you do not write both tests, you will receive a mark of “incomplete” for this course);
• One written assignment (it is compulsory to hand in this assignment; failure to do
so, will result in you receiving a mark of “incomplete” for this course). Kindly note that
a test cannot replace the assignment as an assessment activity.

Marks are calculated according to the following weights:

CONTRIBUTION
ASSESSMENT TYPE (E.G. WRITTEN/ORAL/PRACTICAL) TO MODULE
MARK

Test One Written (Written) 25%

Test Two Written (Written) 25%

Written Assignment Written (Online) 50%

• If, for whatever reason, you fail to write BOTH semester tests, you will be awarded a
grade of “incomplete”, and you will not be allowed to sit the final exam.
• If, for whatever reason, you fail to submit the written assignment, you will receive a
grade of “incomplete”, and will not be allowed to sit the final exam.

7|Page
Kindly note that only students with a predicate/semester mark of 40% and higher will
be allowed to sit the examination.

This module makes use of the promotion system. If you obtain a semester mark of at least
70% you will promote the module, and you will not have to sit the mid-year examination.

To pass the course with distinction, you must obtain a final mark of at least 75%.

9.2 CALCULATION OF THE FINAL MARK

To pass this course, you must achieve a minimum final mark of 50% for all the evaluation
activities. The final mark of this module is calculated as per the example below:

Predicate Mark = 60% of final mark (predicate mark consists of two semester tests each
contributing 25% to the semester mark, and assignment contributing 50% to the semester
mark).

Exam mark = 40% of final mark (mark obtained in the written examination).

9.3 ASSIGNMENTS

Political scientists, political practitioners and political analysts all invariably write research
papers as part of their jobs. This is true for university lecturers, parliamentary researchers,
diplomats, and analysts employed in other sectors of the economy. These papers and reports
are always original, innovative pieces of work, based on rigorous research and confirmation
of facts. Academic papers must follow a formal structure and argumentation techniques, with
the proper use of references and citations to support statements made in the paper, and they
should contain a complete bibliography that has been carefully and meticulously compiled.

Undergraduate research assignments aim to teach you the academic skills that you will need
to undertake research in political science in the future. These skills include: using academic
articles and popular media news sources to gather information about a topic; summarising the
major points from your sources using the correct paraphrasing techniques to avoid committing
plagiarism; structuring your paper according to the correct style and formulating a convincing
argument using the tips provided in this assignment instruction booklet; and using the Harvard
Referencing Style.

8|Page
Your assignment makes up a very large percentage of your predicate mark, so it is very
important that you start working on it immediately, and that you pay attention to the following
instructions.

This is Lerato.

Lerato is not panicking about the

assignment.

Lerato is reading through the

instructions provided here.

Be like Lerato.

9.3.1 SUBMISSION AND PENALTY CLAUSE

• A student must have a valid reason and provide acceptable proof of reasons for late
submission.
• Assignments may only be submitted on via Turn It In on Blackboard. If you experience
any problems submitting your assignment online, contact your lecturer to make a suitable
arrangement before the cut-off date for submissions.
• Start working on your assignment from day 1 of the semester – assignments may be
submitted any time from the start of the semester until the deadline.
• Plagiarism will not be tolerated. Students are required to make use of Turnitin plagiarism
detection software before submitting assignments to ensure that their assignment does
not contain more than 35% similarity to other sources.
• In cases where students deliver an assignment that is a verbatim copy of another student’s
work, neither of the students will be assessed, and both will therefore fail the
test/assignment.

9|Page
9.3.2 DEPARTMENTAL POLICY ON ASSIGNMENTS AND PLAGIARISM

The Department of Political Studies and Governance takes academic writing seriously.
Academic writing requires the use of in-text referencing (according to the relevant guidelines
contained in your study guide), a bibliography, paraphrasing, and the use and integration of
multiple sources to construct an original argument that is properly situated within existing
literature. Good academic writing, in this context, should move away from merely summarising
what your original source has written, to using various sources from which you construct your
own argument.

Any written work (essay/assignment/test) marked by poor paraphrasing, irrespective of the

percentage of the Blackboard similarity index, constitutes a serious academic offence
(misconduct). Such an essay will be penalised in the “content” section of your assignment.
Hence, if you fail to paraphrase or to make use of proper in-text references and providing a
technically correct bibliography in a recognisable style (the Department uses the Harvard
referencing style), do not expect a high mark for the “content” of your essay.

NB! Writing your assignment with the assistance of Artificial Intelligence (AI) is prohibited and
will be considered a form of serious misconduct (cheating). In instances where the lecturer
and/or department believes that a student composed their assignment using AI technology,
appropriate disciplinary steps will be taken.

Penalties applicable to plagiarism and rogeting

The word “plagiarism” originated from the Latin word for “kidnapping”, and refers to the
unacknowledged use of someone else’s words and ideas, and the presentation of someone
else’s words and ideas as your own.

Student plagiarism subverts the system of course evaluation, degrades qualifications and
compromises the academic integrity of the student. Plagiarism is a serious academic offence
and can be avoided by using “in-text” referencing whenever you are paraphrasing (writing
passages in your own words) or directly quoting someone else’s ideas.

In order to avoid being penalised for plagiarism you must ensure that you reference every
main idea in your essay that is the work of other authors. All ideas, words, diagrams and
charts which are therefore not your own must be acknowledged. The following are all
examples of unacceptable practice, and should be avoided:

10 | P a g e
Ä Fake in-text references.
Ä Downloading articles from the web and presenting these as your own.
Ä Recycling of a previously submitted essay for another course.
Ä Compilation of material i.e. where information is directly (word for word) copied from the
text, but with references) is also a form of plagiarism.
Ä Rogeting is also a form of plagiarism, and it is committed when you copy someone else’s
work, then replace words from the original text with synonyms to trick your lecturer and
Turn It In software to not pick up similarity. Rogeting will also be penalised as a form of
academic misconduct.
Ä Using Artificial Intelligence (AI) to write your assignment (or a part thereof) is considered
a serious form of academic misconduct, and is subject to the same disciplinary measures
as any of the other forms of misconduct mentioned here.

Students will have the opportunity to verify the level of plagiarism and “similarity” in their
assignments through Turn It In, via Blackboard, and will have the opportunity to modify their
assignment and resubmit a final copy of the assignment.

2nd year assignments (POLS 2614 and POLS 2634) with a Turn It In similarity index of more
than 35 percent will not be marked. Instead, the assignments will be referred to Directorate for
Student Discipline and Mediation and will be subjected to a legal process. NO assignments
will be marked if the similarity on Turnitin is above 35%. Assignments containing more
than 35% similarity will be awarded a mark of ZERO, and the case will be referred to the
Department for Student Discipline and Mediation for further action.

*NB* Please be sure to check your similarity on Blackboard at least one week (7 days) prior
to submitting the assignment. TurnItIn may continue to pick up plagiarism and similarity to
other sources for days after the assignment is uploaded – so check back after a few days to
get an accurate percentage.

If an assignment is suspected to contain plagiarised material, or material composed with the

assistance of Artificial Intelligence (AI), irrespective of the Turn It In similarity index, the
assignment will be referred to the Directorate for Student Discipline and Mediation for further
action. In cases where students deliver an assignment that is a verbatim copy of another
student’s work, neither of the students will be assessed, and both will therefore fail the
test/assignment.

11 | P a g e
9.3.3 HOW TO WRITE YOUR ASSIGNMENT

Every essay submitted for Political Science should be structured and headed as follows:

1. Cover page (including student information)

2. Table of contents
3. Introduction
4. Discussion, or body of the essay – you may use subheadings here
5. Conclusion
6. Bibliography

The cover page

Be sure to include all the information in the example below.
Do not: Add any pictures or frames to your cover page – keep it academic.
Remember: Add the plagiarism declaration.
Also: If the assignment is submitted electronically, you do not have to provide your
signature (your name, surname and student number is sufficient).

UNIVERSITY OF THE FREE STATE

DEPARTMENT OF POLITICAL SCIENCE

Topic:
[Insert assignment title here]

Name of student:
Student number:
Module: POLS2634
Lecturer: Dr B Naude
Due date: 05 April 2024

I have read the UFS policy on plagiarism as set out in the study guide and I am familiar with its
contents and the departmental/university penalty clauses. I declare that the enclosed
assignment is my own work, that I have acknowledged all my sources, and that I have not lent
out my work to a fellow student.

Signature: _______________________ Date: ___________________

12 | P a g e
Table of contents and headings

A table of contents provides a useful outline of the assignment and should be done in the
following way:
Remember: Number every heading.
Provide relevant page numbers and make sure that they are correct.
Avoid: Too many headings and subheadings.

Table of contents

1. INTRODUCTION ................................................................................................ 1
2. CONCEPTUAL ORIENTATION ......................................................................... 2
3. HEADING OF ASSIGNMENT ........................................................................... 3
3.1 Subheading 1 .......................................................................................... 3
3.1.1 Subheading 1.1 .................................................................................. 3
3.1.2 Subheading 1.2 .................................................................................. 4
3.2 Subheading 2 .......................................................................................... 4
3.2.1 Subheading 2.1 .................................................................................. 5
3.2.2 Subheading 2.2 .................................................................................. 5
3.3 Subheading 3 .......................................................................................... 6
5. CONCLUSION .................................................................................................... 8
6. BIBLIOGRAPHY ............................................................................................... 10

The Introduction

The introduction is your “PLAN OF ACTION” for the assignment

Remember the following when writing your introduction:

ü Briefly state the nature of the problem or issue to be discussed. You may also tell
the reader how you interpret the topic and indicate what your approach to the topic will
be.
ü If necessary, define the relevant concepts. (This may also be done elsewhere, like
in the conceptual orientation).

13 | P a g e
 ü Briefly explain how you will do
your research for the assignment,
e.g. a literature study by means of
books, journals, etc.
ü What are the goals and aims of the
assignment?
ü Give a brief breakdown or outline
of the study, e.g. “In section one the
historical development will be
discussed. Section two deals with
….”.

The body of the assignment

This is the main part of your assignment.

Keep the following in mind:

- Follow a logical structure (the one indicated in your table of contents)
- The information should be based on evidence and research
- The main idea is a consistent analysis and argument of the topic

When writing sections, subsections or chapters:

- Carefully plan which aspects of your topic should be grouped together, and which should
form subsections.
- All sections together must form a logical and continuous line of thought.
Do not:
- Simply paste quotations and paragraphs from your sources together.

When structuring the paragraphs within the body of the assignment, try this!

Ø Topic sentence – the first sentence in a body paragraph that tells the reader what
the main idea or claim of the paragraph will be.
Ø Explanation – Explain what you mean in greater detail.
Ø Evidence – Provide evidence to support your idea or claim. Here you refer to your
research (case studies, statistics, academic books or journal articles) Remember that
all evidence will require an appropriate in-text reference)
Ø Comment – Consider the strengths and limitations of the evidence and examples you
have presented, explain how the evidence supports your claim (how does it “prove”
your topic sentence)
Ø Link – Summarise the main idea of the paragraph, make it clear how this paragraph
supports your overall argument.

14 | P a g e
The conclusion
What should your conclusion DO?
• Draw together the threads of previous
discussions/arguments by summarising
them in a few sentences or paragraphs
(in the case of a longer project);
• Check whether all the goals stated in the
introduction have been achieved. In this
section it is appropriate to refer to any
questions or issues that remain
unresolved.

Hint: Write the final

What should your conclusion NOT do? draft of the
• Provide new information and sources introduction and
conclusion
• Simply state what you have done (“In this assignment, together. This way
you can be sure
I have done the following…”) they correspond!

The bibliography
What is a bibliography?
Ø The bibliography or reference list contains a list of the sources you consulted in writing
your essay. The bibliography should include only the actual sources that have been
cited and referenced in the text.

Why do I need a Bibliography?

This department uses the
Ø To give precise details of all the works that you have
Harvard (Author-Date)
system for acknowledging referred to in the text.
ideas, quotations, facts and Ø To show your honesty and seriousness as a
other materials that are not
researcher. Failure to acknowledge ideas to their source, is
one’s own. The Harvard
method is preferred due to plagiarism.
its simplicity and clarity. Ø To give the reader the opportunity to verify your
sources and to find additional information on a topic.

When writing the Bibliography, keep in mind:

• List entries in alphabetical order according to the surname of the author.
• In short essays, the different types of sources, i.e. books, articles, newspaper articles etc.
are not separated.

15 | P a g e
• Do not number or bullet the sources.
• Consult the source's title page to find the correct information for your citation.
• Please note the different referencing techniques for books, journals, newspapers and
Internet sources.

“In-text” referencing
What is in-text referencing?
v A way of integrating your references to authors throughout your text.
v Acknowledging the resources that you have consulted in the writing of your
assignment.
What does an in-text reference look like?
A textual reference contains the name of the author/s and the year of publication.
In-text referencing applies to all books, articles, newspaper articles, and Internet references,
etc.
References are put in brackets as part of the text, e.g.: (Heywood, 2019: 15).

A research paper is normally made up of three parts: Heywood, 2019: 15

Surname of author date of publication page

Note that the full stop is placed after the brackets. This is so, because the reference
forms part of the sentence.

If the name of the author forms part of the sentence, reference is given directly after the name,
e.g. Heywood (2019:1) says that a research paper is normally made up of three parts.

16 | P a g e
How to reference different types of sources:
Two authors acknowledged at the end of an argument or paragraph:
“A recent work looks at this problem in greater detail (Johnson & Smith, 1999:10-11)”.
If the authors are mentioned in a sentence, they are referenced as follows: “Johnson and
Smith (1999:10-11) believe that ….”

Three authors: All three authors are mentioned in the first reference, e.g. (Levinson,
Porter & Jackson, 2002:15). In any subsequent references to this work, you will
mention only the first author followed by ‘et. al.’ (Levinson et. al., 2002:10). ‘et. al.’ means
‘and others’.

Four and more authors: Right from the start only the name of the first author is
used, followed by et. al.
Same author – two or more publications in the same year:
If there is more than one work in the same year, these works should be suffixed a, b, c etc. to
avoid confusion, e.g.
(Jessop, 2001a: 15)
(Jessop, 2001b: 22)

Reference to an author within an editorial work: Refer to the author of the chapter you are
consulting and not the editors of the entire book, e.g. (Dunne, 2001:19) and not (Baylis &
Smith, 2001:19). The specific chapter should form a separate entry in the bibliography.

Author not known (especially in the case of newspaper articles or Internet sources):
Refer to the name of the newspaper, e.g. (Sowetan, 2002:10).
An Internet article that has no specific identification, i.e. neither an author
name nor the name of the institution whose webpage you have consulted,
is not usually regarded as a reliable source.
In the rare case that you do regard such a source as important enough to
refer to it, use an abbreviated title of the Internet article in the in-text reference, e.g.
(Globalisation and democracy…, 1999: Internet) The title is followed by an ellipsis (…) to show
that it is an abbreviated title. The corresponding source in the bibliography can easily be
identified from the abbreviated title in an alphabetically arranged bibliography.

Example: Globalisation and democracy: can these two concepts co-exist in the Third World?
[s.a.] www.globalisation.fs/doc/about_globalisation.asp. Accessed: 2007.05.06.

17 | P a g e
 Referencing government publications: If you know who the author is, treat
it like a book. If you do not know, then the department is assumed to be the
author: Country. Department name. Year. Page/s.

Examples: Department: (South Africa. Department of Land Affairs. 2001:19)

Act: (South Africa. Labour Relations Act. 2001:19) Article in Act: (South Africa. Labour
Relations Act. 2001, art. 7)
Presidential Review Commission. 1998. Developing a culture for good governance. Pretoria:
Government Printer.
South Africa (Republic). 1994. Human Rights Commission Act 54 of 1994. Pretoria:
Government Printer.
South Africa. Department of Justice. 2002. Anti-terrorism Bill. Pretoria: Government Printer.

If all your references are to South African government publications only, you may omit the
country.

Books
Use italics for book titles and journal titles to make them stand out clearly
from the rest of the citation. You may also bold the titles instead. The
important thing is consistency of choice.

Examples:
Heywood, A. 2019. Politics. 5th ed. London: Red Globe Press
or
Heywood, A. 2019. Politics. 5th ed. London: Red Globe Press

• Date of publication comes directly after name of author.

• Avoid the use of Co., Bros., Ltd. after name of publisher.
• Edition given in the standard abbreviated form = ed.
• Place of publication – refer to the city and not the country of publication.
• If multiple cities are listed, give one city only.

Two/three or more authors:

Heywood, A., Thomson, A., McGowan, C. 2019. Politics. 5th ed. London: Red
Globe Press.

18 | P a g e
 Chapter in an edited work (containing a number of articles by
different authors): Reference is under the name of the author of the
chapter, not the editor. The word ‘in’ is added, as well as the page
numbers of the chapter.
Examples:
Marshall, H. 1991. On Methodology. In: Mills, E. (ed.). Essays on Scientific Research. New
York: Holt, pp. 131-139.
or
Marshall, H. 1991. On Methodology. In: Mills, E. (ed.). Essays on Scientific Research. New
York: Holt, pp. 131-139.

When some information on the source is unavailable. (Avoid these if you can,
check and research your sources to make sure they are reliable!)
(Note the use of square brackets.)

Date of publication not known: sine anno = [s.a.],

e.g. Heywood, A. [s.a.] Politics. 5th ed. London: Red Globe Press

Place of publication not available: sine loco = [s.l.],

e.g. Heywood, A. 2019. Politics. 5th ed. [s.l.]: Red Globe Press

Name of publisher not known: sine nomine = [s.n.],

e.g. Heywood, A. 2019. Politics. 5th ed. London: [s.n.].

Articles in academic journals

Surname, Initials. Year. Title of article. Title of journal. Volume (Number),
pp.x-xx.

Example:
Johnson, P. 2003. Theories of Revolution. Journal of Contemporary Politics. 10(3), pp.10-15.

Note: The title of the journal is italicised and not the title of the article.

19 | P a g e
 Newspaper Articles
Newspapers, and news magazines, like Time, Newsweek, etc, hardly
ever include a volume or issue number, so date and month should be
given.
Surname, Initials. Year. Title of article. Title of newspaper. Day and month, pp. x-xx.

Examples:
Dickey, C. 2002. Drifting towards disaster: Can the Arab world survive war in Iraq? Newsweek.
7 October, pp. 12-13.
or
Nzimande, H. 1997. Zaire in turmoil. Mail & Guardian. 10 April, p.25.

Note: Name of news magazine or newspaper is italicised.

If the name of the reporter is not known, refer as follows:

Mail & Guardian. 1997. Zaire in turmoil. 10 April, p.25.
(In-text reference: (Mail & Guardian, 1997:25))

Internet
Internet references generally follow the same procedures as in the case of
printed texts.
Surname, Initials. Year. Title of article. Full Internet address.

Note: Students should keep record of the dates when web sites have been accessed
(yyyy/mm/dd), and add this to the reference.

Example:
In-text reference:
(Ajulu, 2001: Internet). “Internet” here takes the place of the Internet address.

Bibliography entry:
Ajulu, R. 2002. The African Union: The Challenges of Implementation.
http://www.igd.org.za/publications/global_insight.html. Accessed: 2003.06.21.

If the name of the author is not known, refer to the institution or organisation that
contributed the article:

20 | P a g e
Example:
In-text reference:
(Institute for Global Dialogue, 2001: Internet 214-215)

Bibliography entry:
Institute for Global Dialogue. 2001. Land hunger and political economy: managing the
challenge of land restitution. http://www.igd.org.za/publications/african_dialogue.pdf.
Accessed: 2003.05.15

How to quote
All quotations must be acknowledged with the use of
double quotation marks and the name of author, date and
page number(s).
Guard against using too many quotations.

When using quotations:

ü A quotation must be functional, i.e. it must have a purpose in a particular context.
ü Only use a quotation if it is so good that you just cannot word it any better.
ü Use a quotation to substantiate, summarise or emphasise a particular statement
ü To indicate a quote within another quote single inverted commas are used: I concur
with Bentley, who argues that “global politics is ‘transnational’ in nature” (In-text
reference).
ü Omitting parts of a quote: ABC says that “the severe drought … is crippling the
economy” (In-text reference).
ü Any additions, comments or corrections must be placed in square brackets: Johnson
says that “the severe drought [in the Eastern Cape] is crippling the economy” (In-text
reference).

Do not:
• Use a quotation as a sign of laziness to paraphrase or analyse but of good taste, i.e.
that that quotation is so good that you just cannot word it better and/or
• Never start a sentence with a quotation. In other words, never leave it hanging in the
air – integrate it, e.g. According to Paul (2000:1), democracy is “the art of letting the
people govern” or Locke (1999:2) believed that “………”
• Avoid lengthy quotations as these distract the reader and do not demonstrate your
skills of critical analysis.

21 | P a g e
Language and style
Edit your work by carefully reading and rereading what you have written.

Keep in mind:
Ø Communicate clearly without being pretentious.
Ø Avoid the use of “we” – use “I”, “the researcher” or “the author”, when you must, but
preferably avoid any reference to yourself in an academic essay.
Ø Never say, “I feel that this is not correct”.
Ø Pay attention to division into paragraphs – make sure that each paragraph contains
not more than one major unit of thought, idea or theme.
Ø Avoid long sentences – make sure that each sentence has a subject and a verb.
Ø Pay attention to grammar and spelling – use the spell check facility on the computer.
Ø Avoid spelling words unnecessarily with capitals.
Ø Use appropriate punctuation.
Ø Numbers from one to ten used in the text should be spelt out: all other numbers may
be numerals.
Ø Words, phrases or sentences in a language other than that in which the assignment is
written, should be in italics, e.g. sine qua non or ad hoc.
Ø Abbreviations should not be used in the text itself.
Ø Acronyms: the first reference must be in full followed by the acronym in brackets; after
that the acronym may be used, e.g. first reference: African National Congress (ANC)
– subsequent references: ANC.

Self-monitoring by means of a checklist

The process of monitoring (self-regulation) is very important, for without it you can easily lose
track of the main focus of your topic. The questions with regard to the introduction, body and
conclusion of your assignment need to be kept in mind throughout the research and writing
process. It will help you decide on the focus and validity of your contents and iron out many
problems with regard to the structure and your approach to the topic.

Tip: Run through the questions in the assignment checklist on the following page before
submitting your final draft!

22 | P a g e
9.3.2 ASSIGNMENT CHECKLIST

ASSIGNMENT CHECK-LIST

NAME OF STUDENT: _____________________ STUDENT NUMBER:_________________

Section of Assignment What should be done? Is it done?

Cover Page • Is the title page included and are the YES NO
details correct?
Table of Contents • Are the headings and page YES NO
references in the table of contents correct
and in agreement with those of the text?
Introduction • Does my introduction introduce the YES NO
reader to the content?
• Are all the terms or concepts YES NO
defined?
• Is my approach to the research YES NO
question stated clearly?
Main Body • Did I present the material logically, YES NO
i.e. is the organisation clear?
• Have I supported claims with YES NO
sufficient evidence and/or arguments?
• Have I deleted all irrelevant YES NO
information?
• Are all borrowed ideas and words YES NO
credited (acknowledged)?
• Have I used quotations correctly, YES NO
without them substituting my own words?
• Are the quotations accurate? YES NO

• Is there sufficient balance between YES NO

research and my own views?
Conclusion • Are the conclusions valid? YES NO

• Does my conclusion follow logically YES NO

from arguments in the main body?
• Am I sure I have not presented any YES NO
new material or points in the conclusion?
Bibliography • Have I used the Harvard referencing YES NO
system correctly?
• Have I acknowledged all sources? YES NO

General points • Proofreading: Have I checked the YES NO

work for typing errors and grammar
mistakes?
• Are all the pages there and in the YES NO
correct order?

23 | P a g e
 9. TIPS FOR TESTS AND EXAMS

Keep a look out for tips and suggestions to help you study for the exam, which will be provided
on Blackboard from time to time.

10. UPDATING OF MODULE INFORMATION AND RESOURCES

The module schedule and syllabus (study material) can be updated or modified, either orally
or in writing, at any time by the lecturer or the Department of Political Studies and Governance.
It is the responsibility of students enrolled in this module to stay up-to-date with the schedule
and syllabus. An announcement of this type can be given in face-to-face class session, or
communication on Blackboard. It is recommended that students check Blackboard daily to
keep up to date with what is happening in POLS2634. Any work discussed during lectures can
be used for assessment purposes.

24 | P a g e
 11. LEARNING UNIT GUIDE

11.1 LEARNING UNIT 1:

DEMOCRACY AND THE POLITICAL PROCESS

11.1.1. UNIT OVERVIEW

Democracy is one of the most popular forms of government today, and democratic regimes of
different types and characteristics can be found across the globe. Yet, democracy is not a
“modern” form of government in the true sense of the word: we can trace the first democracy
to Athens in 5th century BCE, and we can think of many other political arrangements the across
pre-modern world that would conform in some way or shape to what we consider “democratic
rule”. Nevertheless, democracy as a form of government has undergone significant changes
since it first made its appearance in Ancient Greece, and its spread across the globe in the
years since the end of the Cold War urges us to deepen our understanding of this form of
government, its different processes, and institutions. In this unit, we revisit the academic
definition of democracy, looking at its history and evolution, before delving into the different
types of democracies found across the world today.

11.1.2. LEARNING OUTCOMES AND ASSESSMENT ACTIVITIES

After completing this study unit, students should be able to:

• Offer a brief overview of the historical development of democracy from its origins in 5th
century BCE Atens to today;
• Demonstrate an understanding of modern-day democracy and the political process;
• Distinguish between the different types of democracies found in the modern political
world;
• Compare democracy to other forms of political rule found across the world today;
• Define the key concepts relating to democracy, including democratic legitimacy,
political equality, accountability, constitutionalism, and the social contract;
• Critically discuss the successes and shortcomings democracy in South Africa.

25 | P a g e
 11.1.3. UNIT SPECIFIC CONTENT

The following prescribed texts will be relevant to this unit:

Heywood, A. 2019. Politics, 5th ed. London: Palgrave Macmillan (Chapter 4).

De Jager, N. Ed. 2015. South African Politics: An introduction. Cape Town: Oxford
University Press (Chapter 1).

In addition to the prescribed texts listed here above, students may find the following reading
materials useful:

Cheeseman, N. (ed.) 2018. Institutions and democracy in Africa. London: Cambridge

University Press (Chapter 9).

Bóo, M.B. 2022. The Rules of Democracy. Bristol: Bristol University Press/Policy Press.

Mills, G., Obasanjo, O., Biti, T. and Herbst, J. 2019. Democracy works: Re-wiring politics
to Africa's advantage. London: Oxford University Press.

Whelan, F.G. 2018. Democracy in Theory and Practice. New York: Routledge.

Diligent students who wish to make a deeper study than is required for examination purposes
may wish to consult material that will be made available on Blackboard.

26 | P a g e
 11.2 LEARNING UNIT 2:
POWER-SHARING IN MODERN DEMOCRACIES

11.2.1. UNIT OVERVIEW

Power sharing is a cornerstone of democratic government, in part because it institutionalises

a system of checks and balances that ensures limitations on government power, which
ultimately protects civil liberties and helps curb corruption. But, not all democracies are
configured in the same way, and the power dynamics that characterise relations within the
government are may differ significantly from one political system to the next. This unit delves
into these issues in greater depth, looking at the different provisions for power sharing in
unitary versus federal states, as well as the advantages and shortcomings of each of these
political configurations. This theoretical knowledge is then applied to the South African case,
allowing students to form a picture of the unique political make-up of the South African state.

11.2.2. LEARNING OUTCOMES AND ASSESSMENT ACTIVITIES

After completing this study unit, students should be able to:

• Demonstrate an understanding of federal and unitary political systems, and critically
reflect on their respective advantages and shortcomings;
• Discuss important concepts related to federal and unitary government, including
centralisation, decentralisation, devolution, consociationalism, and subsidiarity;
• Offer a critical analysis of South Africa as a unitary political system with strong federal
features; and
• Provide a basic evaluation of future prospects for power sharing in South Africa.

11.2.3. UNIT SPECIFIC CONTENT

The following prescribed texts will be relevant to this unit:

Heywood, A. 2019. Politics, 5th ed. London: Palgrave Macmillan (Chapter 17).

27 | P a g e
In addition to the prescribed texts listed here above, students may find the following reading
materials useful:

Cheeseman, N. (ed.) 2018. Institutions and democracy in Africa. London: Cambridge

University Press (Chapter 9).

Erk, J. Ed. 2018. Federalism and Decentralization in Sub-Saharan Africa. New York:
Routledge.

Kauzya, J.M. 2007. Political Decentralization in Africa: Experiences of Uganda, Rwanda

and South Africa. Decentralizing governance: Emerging concepts and practices.
Washington, DC: Brookings Institution, pp.75-91.

Loughlin, J., Kincaid, J. and Swenden, W. Eds. 2013. Routledge handbook of

regionalism and federalism. New York: Routledge (Chapters 6, 19, 31 & 45).

Siddle, A. and Koelble, T.A. 2012. The failure of decentralisation in South African local
government: Complexity and unanticipated consequences. Cape Town: UCT Press.

Stepan, A. 2005. Federalism and democracy: Beyond the US model. In Theories of

federalism: A reader. Palgrave Macmillan, pp. 255-268.

Suberu, R.T. 2013. Federalism and decentralisation. In N. Cheeseman, D.M. Anderson

& A. Scheibler (eds.) Routledge Handbook of African Politics. London & New York:
Routledge (Chapter 2).

Diligent students who wish to make a deeper study than is required for examination purposes
may wish to consult material that will be made available on Blackboard.

28 | P a g e
 11.3 LEARNING UNIT 3:
MODELS OF INTERGOVERNMENTAL RELATIONS

11.3.1. UNIT OVERVIEW

There are different power-sharing models applicable to the study of intergovernmental

relations, and we can distinguish between models applicable to unitary states, versus those
found in federal states. IGR models in unitary states, for example, include the agency model,
stewardship model, partnership model, power-dependency model, and Marxist and dual state
models, while models in federal states include the coordinate-authority model, inclusive
authority model, and the overlapping-authority model. These models can further be
distinguished from contemporary IGR models, which include the top-down model, the donor-
recipient model, the jurisdiction-based model, and the network model. While this module
emphasises the relevance of these models for the South African context, students are
expected to be able to apply these models to wider political systems.

11.3.2. LEARNING OUTCOMES AND ASSESSMENT ACTIVITIES

After completing this study unit, students should be able to:

• Explain the major differences between IGR models;
• Discus contemporary IGR models, and distinguish these from earlier approaches;
• Explain the relevance of IGR models for the South African political context, as well as
the wider global political context; and
• Apply these models to engage in sound analysis of a real-world and/or fictional political
context.

11.3.3. UNIT SPECIFIC CONTENT

The following prescribed texts will be relevant to this unit:

Kahn, S., Madue, S.M. and Kalema. R. 2011. Intergovernmental Relations in South
Africa. Pretoria: Van Schaik (Chapter 3).

29 | P a g e
In addition to the prescribed texts listed here above, students may find the following reading
materials useful:

Agranoff, R. and Radin, B.A. 2015. Deil Wright’s overlapping model of

intergovernmental relations: The basis for contemporary intergovernmental
relationships. Publius: The Journal of Federalism 45(1), pp.139-159.

Dickovick, J.T. 2006. Municipalization as central government strategy: Central-

regional–local politics in Peru, Brazil, and South Africa. Publius: The Journal of
Federalism 37(1), pp.1-25.

Krane, D. and Wright, D.S. 2018. Intergovernmental relations. In Defining public

administration. London: Routledge (pp. 83-101).

Peters, B.G. and Pierre, J. 2001. Developments in intergovernmental relations: towards

multi-level governance. Policy and Politics 29(2), pp.131-135.

Diligent students who wish to make a deeper study than is required for examination purposes
may wish to consult material that will be made available on Blackboard.

30 | P a g e
 11.4 LEARNING UNIT 4:
INTERGOVERNMENTAL RELATIONS IN SOUTH AFRICA

11.4.1. UNIT OVERVIEW

Power-sharing is important for the health of a modern democracy, as we saw in the last unit.
It is, therefore, important for students of political science to understand exactly how power is
shared between different levels and institutions of government. As in most modern
democracies, South African intergovernmental relations are enshrined in and protected by a
set of constutional arrangements that regulate the relationship between the different levels of
government, and their respective institutions. This learning unit introduces students to
concepts and issues that are important for a thorough understanding of cooperative
government (CG) and intergovernmental relations (IGR). We will look at theoretical
approaches to the study of intergovernmental relations, some of the specific aspects of
intergovernmental relations, the classification of intergovernmental relations, and the influence
of systems of government on intergovernmental relations. To help us better understand these
complex arrangements, the unit further discusses a number of themes relevant to South
African intergovernmental relations, including relationships between the different spheres of
government, actors in IGR, powers, functions and autonomy of the spheres of government,
and cooperation between the different spheres of government.

11.4.2. LEARNING AND ASSESSMENT ACTIVITIES

After completing this study unit, students should be able to:

• Conceptualize cooperative governance and inter-governmental relations;
• Identify and discuss approaches to the study of IGR;
• Explain specific aspects of intergovernmental relations;
• Understand and apply intergovernmental relations classification models; and
• Relate the above concepts to the South African constitutional context.
• Describe the IGR legislative framework in South Africa;
• Explain the different spheres of government in South Africa;
• Discuss the instruments of IGR in South Africa;
• Discuss the distribution of power at the different levels of government; and

31 | P a g e
 • Explain the devolution of power among the three spheres of government..

11.4.3. UNIT SPECIFIC CONTENT

The following prescribed texts will be relevant to this unit:

Brand. D.J. 2015. South African Governance: The Constitution. In E. Schwella (ed).
South African Governance. Cape Town: Oxford University Press (Chapter 5).

De Jager, N. Ed. 2015. South African Politics: An introduction. Cape Town: Oxford
University Press (Chapter 5).

Kahn, S., Madue, S.M. and Kalema. R. 2011. Intergovernmental Relations in South
Africa. Pretoria: Van Schaik (Chapters 1-2).

South Africa, Government of. [S.d.]. Practitioners Guide to Intergovernmental Relations

in South Africa. Department of Provincial and Local Government.

In addition to the prescribed texts listed here above, students may find the following reading
materials useful:

Layman, T. 2003. Intergovernmental relations and service delivery in South

Africa. South African Department of Provincial and Local Government. August
2003. SARPN.

Levy, N. and Tapscott, C. Eds. 2001. Intergovernmental relations in South Africa: The
challenges of co-operative government. IDASA.

Malan, L.P. 2012. Intergovernmental Relations in South Africa: A revised policy

approach to co-operative government. African Journal of Public Affairs 5(3), p.115-
124.

Peters, B.G. and Pierre, J. 2001. Developments in intergovernmental relations: Towards

multi-level governance. Policy & Politics 29(2), pp.131-135.

Tapscott, C., 2000. Intergovernmental relations in South Africa: The challenges of co-
operative government. Public Administration & Development 20(2), p.119.

32 | P a g e
Thornhill, C., 2009. Intergovernmental relations: The case of co-operative local
government. Journal of Public Administration 44(3), pp. 671-687.

Diligent students who wish to make a deeper study than is required for examination purposes
may wish to consult material that will be made available on Blackboard.

33 | P a g e
 11.5 LEARNING UNIT 5:
DEMOCRACY, ELECTIONS, AND CIVIC PARTICIPATION

11.5.1. UNIT OVERVIEW

Elections are considered a cornerstone of modern democracy. They are disputed by political
parties that compete for support from the citizens they will be representing in government after
the elections. While experts agree that regular, multiparty elections are essential to a healthy
democracy, there are many different views on the connection between citizens and parties,
and research now highlights how unique individual and institutional factors lead to differences
in voter behaviour and the structure of party systems (i.e. the configuration of relationships
among parties, and their competition model). While political parties are usually seen as the
representatives of citizens in a state’s political process, on the other hand, it is often interest
groups and other civil society actors that serve as a bridge between public interests and policy
makers. The massive rise in importance of interest groups and social movements for the
political process is set to continue, and while it has always been important to understand the
role and functions of civil society in the government and politics of a state, technological
advances that allow these groups, movements, and individuals to share information across
the globe at the touch of a button urges us to engage ever more deeply with the theme of civic
participation in democratic governance. In this unit, therefore, we move on from the institutions
of government and their different relationships explored so far to look at the role of civil society,
interest groups, political parties, and social movements in modern democracies, offering
students a toolkit for understanding evolution and change in contemporary democracies
characterized by multilevel governance.

11.5.2. LEARNING AND ASSESSMENT ACTIVITIES

After completing this study unit, students should be able to:

• Define the concepts of political participation, political representation, political party,
civil society, interest groups, and social movements;
• Critically discuss the contribution of these to modern politics;
• Demonstrate an understanding of civil society and citizen participation and explain
the importance of active citizenship for the health of a democracy;

34 | P a g e
 • Identify different party systems found across modern democracies, and describe their
respective features;
• Explain the importance of multiparty elections for modern democracies;
• Critically discuss the factors that determine voter turnout;
• Evaluate the possible futures lying ahead for political parties within South Africa;
• Critically discuss the role of the media and technological innovations in the promotion
of citizen engagement with the political process; and
• Offer a brief analysis of the challenges facing South African civil society today.

11.5.3. UNIT SPECIFIC CONTENT

The following prescribed texts will be relevant to this unit:

De Jager, N. Ed. 2015. South African politics: An introduction. Cape Town: Oxford
University Press (Chapter 7).

Finn, B.M. 2021. The popular sovereignty continuum: Civil and political society in
contemporary South Africa. EPC: Politics and Space 39(1), pp. 152-267.

Heywood, A. 2019. Politics, 5th ed. London: Palgrave Macmillan (Chapters 10, 11 & 12).

In addition to the prescribed texts listed here above, students may find the following reading
materials useful:

Blais, A. 2006. What affects voter turnout? Annu. Rev. Polit. Sci. 9, pp.111-125.

Booysen, S. Ed. 2012. Local elections in South Africa: Parties, people, politics.
Bloemfontein: African Sun Media.

Bosch, T. 2017. Twitter activism and youth in South Africa: The case of
#RhodesMustFall. Information, communication & society 20(2), pp. 221-232.

Dawson, S., Charron, N. and Justesen, M.K. 2023. Electoral competition, political parties
and clientelism: evidence from local elections in South Africa. Democratization
(published online ahead of print), pp.1-22.

35 | P a g e
Lodge, T. and Scheidegger, U. 2006. Political parties and democratic governance in
South Africa. Johannesburg: Electoral Institute for Sustainable Democracy in
Africa (EISA).

Lues, L. 2014. Citizen participation as a contributor to sustainable democracy in South

Africa. International Review of Administrative Sciences 80(4), pp. 789-807.

Ndletyana, M. Ed. 2015. Institutionalising Democracy: The Story of the Electoral

Commission of South Africa: 1993-2014. Pretoria: Africa Institute of South Africa.

Pottie, D. 2001. The electoral system and opposition parties in South

Africa. Democratization 8(1), pp.25-52.

Southall, R.J. and Mattes, R. 2002. Popular attitudes towards the South African electoral
system: Report to the electoral task team. Cape Town: HSRC Publishers.

Van Deth, J.W. 2021. What is political participation? Oxford Research Encyclopedia of
Politics.
https://oxfordre.com/politics/display/10.1093/acrefore/9780190228637.001.0001/ac
refore-9780190228637-e-68, accessed on 07/02/2023.

World Economic Forum. 2013. The Future Role of Civil Society. WEF World Scenario
Series. Geneva: World Economic Forum, pp. 6-18.

Diligent students who wish to make a deeper study than is required for examination purposes
may wish to consult material that will be made available on Blackboard.

36 | P a g e
 11.6 LEARNING UNIT 6:
ELECTIONS AND POLITICAL VIOLENCE

11.6.1. UNIT OVERVIEW

While there can be no question that regular, free, and fair elections are essential for a healthy
democracy, elections can sometimes serve as a source of political conflict. Interest groups
may see elections as an opportunity to put pressure on the government to respond to a specific
set of demands, while communities may feel that elections are an opportune moment to voice
their dissatisfaction with poor service delivery. Conversely, political parties and government
elites at risk of losing power during the elections may resort to intimidation tactics or the use
of violence against opponents or even members of civil society who they fear may be
challenging their claim to power. This learning unit reflects on the anomalous occurrence of
elections as a source of conflict rather than a tool for enhancing peace, participation and
democratic governance.

11.6.2. LEARNING AND ASSESSMENT ACTIVITIES

After completing this study unit, students should be able to:

• Identify and discuss the major causes of conflict and violence during election times;
• Discuss electoral conflict in Africa using relevant case studies;
• Propose conflict resolution systems and structures for ensuring peaceful elections.

11.6.3. UNIT SPECIFIC CONTENT

The following reading materials will be relevant to this unit:

Bruce, D. 2009. Dictating the local balance of power: Election-related violence in South
Africa. SA Crime Quarterly 28, pp.3-9.

Höglund, K., 2009. Electoral violence in conflict-ridden societies: Concepts, causes,

and consequences. Terrorism and political violence 21(3), pp. 412-427.

37 | P a g e
United Nations Development Programme. 2017. Elections and Conflict Prevention: A
Guide to Analysis, Planning and Programming. New York: UNDP Democratic
Governance Group Bureau for Development Policy.
https://www.undp.org/publications/elections-and-conflict-prevention-guide,
accessed on 28/11/2022.

In addition to the prescribed texts listed here above, students may find the following reading
materials useful:

Adolfo, E.V., Söderberg Kovacs, M., Nyström, D. and Utas, M. 2012. Electoral Violence
in Africa. The Policy Notes Series 2012/2013. Uppsala: The Nordic Africa Institute.

Breakfast, N.B., Nomarwayi, T. and Bradshaw, G. 2020. Electoral violence and municipal
demarcation in South Africa, 1994–2019: A violent service delivery protests
perspective. Gender & Behaviour 18(1), pp.14858-14872.

Hoglund, K. and Jarstad, A. 2010. Strategies to prevent and manage electoral violence:
Considerations for policy. Policy and Practice Brief 001. Durban: ACCORD.

Klopp, J.M. and Zuern, E. 2007. The politics of violence in democratization: Lessons
from Kenya and South Africa. Comparative Politics 39(2), pp.127-146.

Leonard, D.K. 2011. Election and Conflict Resolution in Africa. In Matlosa, M.,
Khadiagala, G.M. and Shale, V. Eds. When Elephants Fight: Preventing and
Resolving Election-Related Conflicts in Africa. EISA: Johannesburg.

Diligent students who wish to make a deeper study than is required for examination purposes
may wish to consult material that will be made available on Blackboard.

38 | P a g e