A relational approach to landscape stewardship: Towards a new perspective for multi-actor collaboration
- Cockburn, Jessica J, Rosenberg, Eureta, Copteros, Athina, Cornelius, Susanna F, Libala, Notiswa, Metcalfe, Liz, van der Waal, Benjamin
- Authors: Cockburn, Jessica J , Rosenberg, Eureta , Copteros, Athina , Cornelius, Susanna F , Libala, Notiswa , Metcalfe, Liz , van der Waal, Benjamin
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/370098 , vital:66297 , xlink:href="https://doi.org/10.3390/land9070224"
- Description: Landscape stewardship is increasingly understood within the framing of complex social-ecological systems. To consider the implications of this, we focus on one of the key characteristics of complex social-ecological systems: they are relationally constituted, meaning that system characteristics emerge out of dynamic relations between system components. We focus on multi-actor collaboration as a key form of relationality in landscapes, seeking a more textured understanding of the social relations between landscape actors. We draw on a set of ‘gardening tools’ to analyse the boundary-crossing work of multi-actor collaboration. These tools comprise three key concepts: relational expertise, common knowledge, and relational agency. We apply the tools to two cases of landscape stewardship in South Africa: the Langkloof Region and the Tsitsa River catchment. These landscapes are characterised by economically, socio-culturally, and politically diverse groups of actors. Our analysis reveals that history and context strongly influence relational processes, that boundary-crossing work is indeed difficult, and that doing boundary-crossing work in smaller pockets within a landscape is helpful. The tools also helped to identify three key social-relational practices which lend a new perspective on boundary-crossing work: 1. belonging while differing, 2. growing together by interacting regularly and building common knowledge, and 3. learning and adapting together with humility and empathy.
- Full Text:
- Date Issued: 2020
- Authors: Cockburn, Jessica J , Rosenberg, Eureta , Copteros, Athina , Cornelius, Susanna F , Libala, Notiswa , Metcalfe, Liz , van der Waal, Benjamin
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/370098 , vital:66297 , xlink:href="https://doi.org/10.3390/land9070224"
- Description: Landscape stewardship is increasingly understood within the framing of complex social-ecological systems. To consider the implications of this, we focus on one of the key characteristics of complex social-ecological systems: they are relationally constituted, meaning that system characteristics emerge out of dynamic relations between system components. We focus on multi-actor collaboration as a key form of relationality in landscapes, seeking a more textured understanding of the social relations between landscape actors. We draw on a set of ‘gardening tools’ to analyse the boundary-crossing work of multi-actor collaboration. These tools comprise three key concepts: relational expertise, common knowledge, and relational agency. We apply the tools to two cases of landscape stewardship in South Africa: the Langkloof Region and the Tsitsa River catchment. These landscapes are characterised by economically, socio-culturally, and politically diverse groups of actors. Our analysis reveals that history and context strongly influence relational processes, that boundary-crossing work is indeed difficult, and that doing boundary-crossing work in smaller pockets within a landscape is helpful. The tools also helped to identify three key social-relational practices which lend a new perspective on boundary-crossing work: 1. belonging while differing, 2. growing together by interacting regularly and building common knowledge, and 3. learning and adapting together with humility and empathy.
- Full Text:
- Date Issued: 2020
Attitudinal difference surveys perpetuate harmful tropes: A comment on Nattrass
- Rosenberg, Eureta, Le Grange, Lesley
- Authors: Rosenberg, Eureta , Le Grange, Lesley
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/370129 , vital:66300 , xlink:href="https://doi.org/10.17159/sajs.2020/8469"
- Description: We reply to the article, ‘Why are black South African students less likely to consider studying biological sciences?’, authored by University of Cape Town (UCT) researcher Nicoli Nattrass1 and published in the South African Journal of Science on 27 May 2020. At the time of writing our reply the article had already received sharp criticism from the Black Academic Caucus at UCT and in a statement released on 5 June 2020, the UCT executive distanced itself from the content of the paper, inviting rigorous, respectful review of the published research. Nattrass’ article1 follows two papers published in 2019 by scholars associated with South African universities, both of which were widely denounced for the racist undertones of their content. The first article was authored by Stellenbosch University researchers who reported on low cognitive functioning of coloured women linked to education levels and lifestyles2 ; see comment by Le Grange3 . The second article was co-authored by an adjunct professor at UCT and examined the role of cognitive ability or intelligence on slave exports from Africa4 . These publications gave rise to a broader debate on enduring racism in science and the re-ascendency of race science internationally. In this reply, we focus on the methodology of attitudinal survey used for the study reported by Nattrass (and by many other scientists). There are two lines of argument that we weave together: the quality of the research as reported, and problems inherent to comparative attitudinal survey research (regardless of how well it is executed). It should be noted that the Black Academic Caucus at UCT has also critiqued the research design, identifying many of the points we make here, and they have additionally included a discourse analysis of the paper (circulated via e-mail). To demonstrate how problematic a survey design can be, particularly when it is not rigorously executed, we share data and observations that counter the apparent findings of Nattrass’ study. We then argue that the publication of this research, in this manner, is detrimental to the biodiversity sector in which the tropes being perpetuated, can cause enormous harm. In the process we hope to encourage scientists to be more reflexive about their methodology, and we encourage the South African Journal of Science to publish works that are worthy of the young people of this country - research in which they can recognise themselves, rather than being forced to look at reductionist portrayals, legitimised under the banner of science.
- Full Text:
- Date Issued: 2020
- Authors: Rosenberg, Eureta , Le Grange, Lesley
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/370129 , vital:66300 , xlink:href="https://doi.org/10.17159/sajs.2020/8469"
- Description: We reply to the article, ‘Why are black South African students less likely to consider studying biological sciences?’, authored by University of Cape Town (UCT) researcher Nicoli Nattrass1 and published in the South African Journal of Science on 27 May 2020. At the time of writing our reply the article had already received sharp criticism from the Black Academic Caucus at UCT and in a statement released on 5 June 2020, the UCT executive distanced itself from the content of the paper, inviting rigorous, respectful review of the published research. Nattrass’ article1 follows two papers published in 2019 by scholars associated with South African universities, both of which were widely denounced for the racist undertones of their content. The first article was authored by Stellenbosch University researchers who reported on low cognitive functioning of coloured women linked to education levels and lifestyles2 ; see comment by Le Grange3 . The second article was co-authored by an adjunct professor at UCT and examined the role of cognitive ability or intelligence on slave exports from Africa4 . These publications gave rise to a broader debate on enduring racism in science and the re-ascendency of race science internationally. In this reply, we focus on the methodology of attitudinal survey used for the study reported by Nattrass (and by many other scientists). There are two lines of argument that we weave together: the quality of the research as reported, and problems inherent to comparative attitudinal survey research (regardless of how well it is executed). It should be noted that the Black Academic Caucus at UCT has also critiqued the research design, identifying many of the points we make here, and they have additionally included a discourse analysis of the paper (circulated via e-mail). To demonstrate how problematic a survey design can be, particularly when it is not rigorously executed, we share data and observations that counter the apparent findings of Nattrass’ study. We then argue that the publication of this research, in this manner, is detrimental to the biodiversity sector in which the tropes being perpetuated, can cause enormous harm. In the process we hope to encourage scientists to be more reflexive about their methodology, and we encourage the South African Journal of Science to publish works that are worthy of the young people of this country - research in which they can recognise themselves, rather than being forced to look at reductionist portrayals, legitimised under the banner of science.
- Full Text:
- Date Issued: 2020
Eco-schools as education for sustainable development in rural South Africa
- Authors: Rosenberg, Eureta
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436854 , vital:73310 , ISBN 978-3-030-46820-0 , https://doi.org/10.1007/978-3-030-46820-0_16
- Description: This chapter takes the reader into the context of rural South Africa with a sketch of developmental and educational chal-lenges from the point of view of a young person born here. It goes on to ask whether Eco-Schools has a role in this chal-lenging context, as a vehicle for or form of Education for Sus-tainable Development (ESD). Past Eco-Schools evaluations are reviewed against current educational needs and livelihood opportunities. The findings suggest that Eco-Schools gives teachers greater environmental awareness and motivates pedagogical practices such as active learning in relation to lo-cally relevant issues. Learners develop environmental com-mitment and a sense of agency, and may become more com-mitted to academic learning – all of which is necessary to pre-pare them for thriving in and also improving their socio-ecological contexts. Eco-Schools further supports schools sys-temically through meaningful partnerships with external agen-cies. The conclusion is that attempts should be made to scale up and scale out this impact. In the process, key features of the programme should be preserved. These include a focus on sustainable solutions.
- Full Text:
- Date Issued: 2020
- Authors: Rosenberg, Eureta
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436854 , vital:73310 , ISBN 978-3-030-46820-0 , https://doi.org/10.1007/978-3-030-46820-0_16
- Description: This chapter takes the reader into the context of rural South Africa with a sketch of developmental and educational chal-lenges from the point of view of a young person born here. It goes on to ask whether Eco-Schools has a role in this chal-lenging context, as a vehicle for or form of Education for Sus-tainable Development (ESD). Past Eco-Schools evaluations are reviewed against current educational needs and livelihood opportunities. The findings suggest that Eco-Schools gives teachers greater environmental awareness and motivates pedagogical practices such as active learning in relation to lo-cally relevant issues. Learners develop environmental com-mitment and a sense of agency, and may become more com-mitted to academic learning – all of which is necessary to pre-pare them for thriving in and also improving their socio-ecological contexts. Eco-Schools further supports schools sys-temically through meaningful partnerships with external agen-cies. The conclusion is that attempts should be made to scale up and scale out this impact. In the process, key features of the programme should be preserved. These include a focus on sustainable solutions.
- Full Text:
- Date Issued: 2020
Editorial for Special Issue: Education for Sustainability in a Time of Crises
- Authors: Rosenberg, Eureta
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/370533 , vital:66352 , xlink:href="10.4314/sajee.v36i1.1"
- Description: There is an old and still popular saying that a crisis is an opportunity for change. The Chinese symbol for crisis is translated in Wikipedia as “danger at a point of juncture”. In the year 2020, first China and then the rest of humanity have been presented with a monumental crisis: a new and lethal virus that spread fast and far, causing actions and reactions, with dramatic consequences for social and economic life around the globe. Rebecca Solnit wrote of another crisis in her book Hope in the Dark: The Untold Story of People Power. In Grounds for Hope, a foreword to the 2015 edition (p.2), she stated: “This is an extraordinary time full of vital, transformative movements, that could not be foreseen. It’s also a nightmarish time. Full engagement requires the ability to perceive both.”.
- Full Text:
- Date Issued: 2020
- Authors: Rosenberg, Eureta
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/370533 , vital:66352 , xlink:href="10.4314/sajee.v36i1.1"
- Description: There is an old and still popular saying that a crisis is an opportunity for change. The Chinese symbol for crisis is translated in Wikipedia as “danger at a point of juncture”. In the year 2020, first China and then the rest of humanity have been presented with a monumental crisis: a new and lethal virus that spread fast and far, causing actions and reactions, with dramatic consequences for social and economic life around the globe. Rebecca Solnit wrote of another crisis in her book Hope in the Dark: The Untold Story of People Power. In Grounds for Hope, a foreword to the 2015 edition (p.2), she stated: “This is an extraordinary time full of vital, transformative movements, that could not be foreseen. It’s also a nightmarish time. Full engagement requires the ability to perceive both.”.
- Full Text:
- Date Issued: 2020
Environment and sustainability education research as policy engagement: (re-) invigorating ‘politics as potentia’ in South Africa
- Lotz-Sisitka, Heila, Rosenberg, Eureta, Ramsarup, Presha
- Authors: Lotz-Sisitka, Heila , Rosenberg, Eureta , Ramsarup, Presha
- Date: 2020
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/158230 , vital:40164 , https://0-doi.org.wam.seals.ac.za/10.1080/13504622.2020.1759511
- Description: Using a meta-review approach organized historically in relation to critical policy incidents, this paper critically reviews the process of developing and (re) invigorating Environment and Sustainability Education (ESE) (policy) research as ESE policy engagement over a 30+ year period in a rapidly transforming society, South Africa. It offers an example of long term policy-research meta-review in a context of policy flux. It adds to a body of international ESE policy studies that are seeking to understand and develop the ESE research/policy interface as this relation emerges under more complex conditions. In particular, we respond to the finding in the systematic review of ESE policy research undertaken by Aikens, McKenzie and Vaughter (2016) which reports a geographic under-representation of Africa (amongst other places) in ESE policy studies, and González-Gaudiano (2016, 118)’s insight that ESE policy research in current neo-liberally dominated political conditions and as political process, is essentially an “open, unsteady, incomplete, and relational process”.
- Full Text:
- Date Issued: 2020
- Authors: Lotz-Sisitka, Heila , Rosenberg, Eureta , Ramsarup, Presha
- Date: 2020
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/158230 , vital:40164 , https://0-doi.org.wam.seals.ac.za/10.1080/13504622.2020.1759511
- Description: Using a meta-review approach organized historically in relation to critical policy incidents, this paper critically reviews the process of developing and (re) invigorating Environment and Sustainability Education (ESE) (policy) research as ESE policy engagement over a 30+ year period in a rapidly transforming society, South Africa. It offers an example of long term policy-research meta-review in a context of policy flux. It adds to a body of international ESE policy studies that are seeking to understand and develop the ESE research/policy interface as this relation emerges under more complex conditions. In particular, we respond to the finding in the systematic review of ESE policy research undertaken by Aikens, McKenzie and Vaughter (2016) which reports a geographic under-representation of Africa (amongst other places) in ESE policy studies, and González-Gaudiano (2016, 118)’s insight that ESE policy research in current neo-liberally dominated political conditions and as political process, is essentially an “open, unsteady, incomplete, and relational process”.
- Full Text:
- Date Issued: 2020
Monitoring and evaluation in a changing world: A Southern African perspective on the skills needed for a new approach
- Rosenberg, Eureta, Kotschy, Karen
- Authors: Rosenberg, Eureta , Kotschy, Karen
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/370711 , vital:66369 , xlink:href="https://doi.org/ 10.4102/aej.v8i1.472"
- Description: Background: As science and modern technology have brought many advances, we have also come to overshoot planetary boundaries, while still falling short of development goals to eradicate poverty and inequality. A growing recognition of the complexity of development problems and contexts calls for new framings, including a new approach to monitoring and evaluation (M and E) as one of the mechanisms by which modern societies aim to steer towards a more sustainable future. New approaches to M and E mean new skills for the M and E practitioner. Objectives: This article proposed a framing for M and E skills, comprising of technical, relational and transformational (T-R-T) competences. Method: Adapted from the literature, this competence framework was tested in a broader learning needs assessment and then applied retrospectively to author’s experience in developmental evaluations in complex social–ecological contexts in southern Africa. Results: The emerging insights were that not only technical competence is needed, but also relational competence that goes beyond interpersonal skills, to enable the production and uptake of evaluation findings. In addition, the limitations of mainstream M and E methods in the face of complexity seemed to create a need for ‘transformational’ competence, which included evaluators’ ability to develop credible M and E alternatives. Conclusion: The T-R-T framework helped to advance the notions of ‘hard’ and ‘soft’ skills and expanded on existing M and E competence frameworks. Recommendations included a call for innovative educational and professional development approaches to develop relational and transformational competencies, in addition to training for technical competence.
- Full Text:
- Date Issued: 2020
- Authors: Rosenberg, Eureta , Kotschy, Karen
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/370711 , vital:66369 , xlink:href="https://doi.org/ 10.4102/aej.v8i1.472"
- Description: Background: As science and modern technology have brought many advances, we have also come to overshoot planetary boundaries, while still falling short of development goals to eradicate poverty and inequality. A growing recognition of the complexity of development problems and contexts calls for new framings, including a new approach to monitoring and evaluation (M and E) as one of the mechanisms by which modern societies aim to steer towards a more sustainable future. New approaches to M and E mean new skills for the M and E practitioner. Objectives: This article proposed a framing for M and E skills, comprising of technical, relational and transformational (T-R-T) competences. Method: Adapted from the literature, this competence framework was tested in a broader learning needs assessment and then applied retrospectively to author’s experience in developmental evaluations in complex social–ecological contexts in southern Africa. Results: The emerging insights were that not only technical competence is needed, but also relational competence that goes beyond interpersonal skills, to enable the production and uptake of evaluation findings. In addition, the limitations of mainstream M and E methods in the face of complexity seemed to create a need for ‘transformational’ competence, which included evaluators’ ability to develop credible M and E alternatives. Conclusion: The T-R-T framework helped to advance the notions of ‘hard’ and ‘soft’ skills and expanded on existing M and E competence frameworks. Recommendations included a call for innovative educational and professional development approaches to develop relational and transformational competencies, in addition to training for technical competence.
- Full Text:
- Date Issued: 2020
Understanding the context of multifaceted collaborations for social-ecological sustainability: A methodology for cross-case analysis
- Cockburn, Jessica J, Schoon, Michael, Cundill, Georgina, Robinson, Cathy, Aburto, Jamie A, Alexander, Steve M, Baggio, Jacopo A, Barnaud, Cecile, Chapman, Mollie, Llorente, Marina G, Garcia-Lopez, Gustavo A, Hill, Rosemary, Speranza, Chinwe I, Lee, Jean, Meek, Chanda L, Rosenberg, Eureta, Schultz, Lisen, Thondhlana, Gladman
- Authors: Cockburn, Jessica J , Schoon, Michael , Cundill, Georgina , Robinson, Cathy , Aburto, Jamie A , Alexander, Steve M , Baggio, Jacopo A , Barnaud, Cecile , Chapman, Mollie , Llorente, Marina G , Garcia-Lopez, Gustavo A , Hill, Rosemary , Speranza, Chinwe I , Lee, Jean , Meek, Chanda L , Rosenberg, Eureta , Schultz, Lisen , Thondhlana, Gladman
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/370725 , vital:66371 , xlink:href="https://doi.org/10.5751/ES-11527-250307"
- Description: There are limited approaches available that enable researchers and practitioners to conduct multiple case study comparisons of complex cases of collaboration in natural resource management and conservation. The absence of such tools is felt despite the fact that over the past several years a great deal of literature has reviewed the state of the science regarding collaboration. Much of this work is based on case studies of collaboration and highlights the importance of contextual variables, further complicating efforts to compare outcomes across case-study areas and the likely failure of approaches based on one size fits all generalizations. We expand on the standard overview of the field by identifying some of the challenges associated with managing complex systems with multiple resources, multiple stakeholder groups with diverse knowledges/understandings, and multiple objectives across multiple scales, i.e., multifaceted collaborative initiatives. We then elucidate how a realist methodology, within a critical realist framing, can support efforts to compare multiple case studies of such multifaceted initiatives. The methodology we propose considers the importance and impact of context for the origins, purpose, and success of multifaceted collaborative natural resource management and conservation initiatives in social-ecological systems.
- Full Text:
- Date Issued: 2020
- Authors: Cockburn, Jessica J , Schoon, Michael , Cundill, Georgina , Robinson, Cathy , Aburto, Jamie A , Alexander, Steve M , Baggio, Jacopo A , Barnaud, Cecile , Chapman, Mollie , Llorente, Marina G , Garcia-Lopez, Gustavo A , Hill, Rosemary , Speranza, Chinwe I , Lee, Jean , Meek, Chanda L , Rosenberg, Eureta , Schultz, Lisen , Thondhlana, Gladman
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/370725 , vital:66371 , xlink:href="https://doi.org/10.5751/ES-11527-250307"
- Description: There are limited approaches available that enable researchers and practitioners to conduct multiple case study comparisons of complex cases of collaboration in natural resource management and conservation. The absence of such tools is felt despite the fact that over the past several years a great deal of literature has reviewed the state of the science regarding collaboration. Much of this work is based on case studies of collaboration and highlights the importance of contextual variables, further complicating efforts to compare outcomes across case-study areas and the likely failure of approaches based on one size fits all generalizations. We expand on the standard overview of the field by identifying some of the challenges associated with managing complex systems with multiple resources, multiple stakeholder groups with diverse knowledges/understandings, and multiple objectives across multiple scales, i.e., multifaceted collaborative initiatives. We then elucidate how a realist methodology, within a critical realist framing, can support efforts to compare multiple case studies of such multifaceted initiatives. The methodology we propose considers the importance and impact of context for the origins, purpose, and success of multifaceted collaborative natural resource management and conservation initiatives in social-ecological systems.
- Full Text:
- Date Issued: 2020
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