Co-designing research on transgressive learning in times of climate change
- Lotz-Sisitka, Heila, Ali, Million B, Mphepho, Gibson, Chaves, Martha, Macintyre, Thomas, Pesanayi, Tichaona V, Wals, Arjen E, Mukute, Mutizwa, Kronlid, David O, Tran, Duc, Joon, Deepika, McGarry, Dylan K
- Authors: Lotz-Sisitka, Heila , Ali, Million B , Mphepho, Gibson , Chaves, Martha , Macintyre, Thomas , Pesanayi, Tichaona V , Wals, Arjen E , Mukute, Mutizwa , Kronlid, David O , Tran, Duc , Joon, Deepika , McGarry, Dylan K
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182472 , vital:43833 , xlink:href="https://doi.org/10.1016/j.cosust.2016.04.004"
- Description: This paper reflects on the epistemological context for the co-design of a research programme on transformative, transgressive learning emerging at the nexus of climate change, water and food security, energy and social justice. It outlines a sequence of learning actions that we, as a group of collaborating partners in a Transformative Knowledge Network (TKN) undertook to co-design a research programme, firstly in situ in various case study contexts, and secondly together across case study contexts. Finally, it provides some reflections and learning points.
- Full Text:
- Date Issued: 2016
- Authors: Lotz-Sisitka, Heila , Ali, Million B , Mphepho, Gibson , Chaves, Martha , Macintyre, Thomas , Pesanayi, Tichaona V , Wals, Arjen E , Mukute, Mutizwa , Kronlid, David O , Tran, Duc , Joon, Deepika , McGarry, Dylan K
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182472 , vital:43833 , xlink:href="https://doi.org/10.1016/j.cosust.2016.04.004"
- Description: This paper reflects on the epistemological context for the co-design of a research programme on transformative, transgressive learning emerging at the nexus of climate change, water and food security, energy and social justice. It outlines a sequence of learning actions that we, as a group of collaborating partners in a Transformative Knowledge Network (TKN) undertook to co-design a research programme, firstly in situ in various case study contexts, and secondly together across case study contexts. Finally, it provides some reflections and learning points.
- Full Text:
- Date Issued: 2016
Collaborative learning of water conservation practices: cultivation and expansion of a learning network around rainwater harvesting demonstration sites in the Eastern Cape, South Africa
- Pesanayi, Tichaona V, Weaver, Kim N
- Authors: Pesanayi, Tichaona V , Weaver, Kim N
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/392086 , vital:68720 , xlink:href="https://www.ajol.info/index.php/sajae/article/view/138570"
- Description: Learning together in mediated voluntary networks can mobilise skills and innovations that help to facilitate learning and uptake of rainwater harvesting and conservation practices. It boosts extension capacity while at the same time growing farmer capabilities, tapping on the distributed cognition. These practices help to heal wicked problems of drought and global change challenges affecting marginalised farmers in South Africa. South Africa has water, nutrition and food security challenges, especially the Eastern Cape Province where there is a relatively high level of poverty. These challenges place heavy pressure on the agricultural sector as it is the main user of the allocated water in the country. In this paper, the learning of and agency for rainwater harvesting and conservation practices are explored as responses to these challenges. Despite existing cultural histories of such practices among the amaXhosa people, information on these practices is not readily available to small-scale rural farmers who thus struggle for the want of knowing. This research forms part of a Water Research Commission project, Amanzi for Food, whose intention is to mediate collaborative and co-engaged learning among networked farmers, extension workers, researchers and agricultural educators through course-mediated use of Water Research Commission rainwater harvesting and conservation materials.
- Full Text:
- Date Issued: 2016
- Authors: Pesanayi, Tichaona V , Weaver, Kim N
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/392086 , vital:68720 , xlink:href="https://www.ajol.info/index.php/sajae/article/view/138570"
- Description: Learning together in mediated voluntary networks can mobilise skills and innovations that help to facilitate learning and uptake of rainwater harvesting and conservation practices. It boosts extension capacity while at the same time growing farmer capabilities, tapping on the distributed cognition. These practices help to heal wicked problems of drought and global change challenges affecting marginalised farmers in South Africa. South Africa has water, nutrition and food security challenges, especially the Eastern Cape Province where there is a relatively high level of poverty. These challenges place heavy pressure on the agricultural sector as it is the main user of the allocated water in the country. In this paper, the learning of and agency for rainwater harvesting and conservation practices are explored as responses to these challenges. Despite existing cultural histories of such practices among the amaXhosa people, information on these practices is not readily available to small-scale rural farmers who thus struggle for the want of knowing. This research forms part of a Water Research Commission project, Amanzi for Food, whose intention is to mediate collaborative and co-engaged learning among networked farmers, extension workers, researchers and agricultural educators through course-mediated use of Water Research Commission rainwater harvesting and conservation materials.
- Full Text:
- Date Issued: 2016
Teaching and Learning of ‘Water for Agriculture’in Primary Schools in Lesotho, South Africa and Zimbabwe
- Pesanayi, Tichaona V, Mashozhera, Farasten, Khitsane, Lintle
- Authors: Pesanayi, Tichaona V , Mashozhera, Farasten , Khitsane, Lintle
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/387289 , vital:68222 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/152741"
- Description: Teaching youths about the subject of water for agriculture is vital in southern Africa where climate adaptation is imperative. Fresh water is a critical natural resource experiencing dangerous scarcity globally, with climate change and variability being key drivers. Agriculture consumes most of the allocated water in most of the southern African countries, so this sector needs particular water harvesting and conservation education. The Food and Agriculture Organisation (FAO) reported that 93% of cultivated land in southern Africa was rain-fed at the beginning of the 21st century. Drought hinders effective agricultural practices in poor-rainfall areas and is a common feature in most southern African countries. Increasingly frequent drought events affect Lesotho, South Africa and Zimbabwe chronically due to climate variability and change. These three countries have school curricula that carry agricultural and sustainability learning to varying extents. Agriculture is taught as a science subject, and tends to be inclined towards normative technicist approaches at the expense of traditional and innovative sustainability practices. This omission in curriculum development and teaching may miss the opportunity to learn from lessons offered by these traditional and innovative systems that have demonstrated resilience to climate variability and change. This paper explores the opportunities and enablers of sustainability learning and relevance in the primary school agriculture curricula of these three countries. The paper argues for inclusion of sustainable agricultural water learning as an act of educational quality and relevance that reflects 21st century socio-ecological, agro-climate and socioeconomic challenges in southern Africa.
- Full Text:
- Date Issued: 2016
- Authors: Pesanayi, Tichaona V , Mashozhera, Farasten , Khitsane, Lintle
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/387289 , vital:68222 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/152741"
- Description: Teaching youths about the subject of water for agriculture is vital in southern Africa where climate adaptation is imperative. Fresh water is a critical natural resource experiencing dangerous scarcity globally, with climate change and variability being key drivers. Agriculture consumes most of the allocated water in most of the southern African countries, so this sector needs particular water harvesting and conservation education. The Food and Agriculture Organisation (FAO) reported that 93% of cultivated land in southern Africa was rain-fed at the beginning of the 21st century. Drought hinders effective agricultural practices in poor-rainfall areas and is a common feature in most southern African countries. Increasingly frequent drought events affect Lesotho, South Africa and Zimbabwe chronically due to climate variability and change. These three countries have school curricula that carry agricultural and sustainability learning to varying extents. Agriculture is taught as a science subject, and tends to be inclined towards normative technicist approaches at the expense of traditional and innovative sustainability practices. This omission in curriculum development and teaching may miss the opportunity to learn from lessons offered by these traditional and innovative systems that have demonstrated resilience to climate variability and change. This paper explores the opportunities and enablers of sustainability learning and relevance in the primary school agriculture curricula of these three countries. The paper argues for inclusion of sustainable agricultural water learning as an act of educational quality and relevance that reflects 21st century socio-ecological, agro-climate and socioeconomic challenges in southern Africa.
- Full Text:
- Date Issued: 2016
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