Abstract
The very existence of history as a discipline is being threatened by a variety of factors, but, despite this threat, many historians still argue that it holds a key position in a dynamically changing South Africa. However, in order to secure this position, teachers of history will need to provide evidence that it has accommodated the current changes taking place in higher education. While a number of curriculum development initiatives have taken place in the discipline, in many cases, this has not been reflected by related changes in assessment practices, which still reflect a traditional epistemology. If the academic community is to believe that the discipline of history is serious about adapting to the current changes in South African education, history needs to provide evidence that its epistemologies are also adapting.
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