Evaluating people-environment relationships : developing appropriate research methodologies for sustainable management and rehabilitation of riverine areas by communities in the Kat River Valley, Eastern Cape Province, South Africa
- Authors: Motteux, Nicole
- Date: 2003
- Subjects: Water-supply -- South Africa -- Kat River Valley -- Management Rural development -- Environmental aspects -- South Africa -- Kat River Valley Kat River Valley (South Africa) Human ecology -- South Africa -- Kat River Valley Stream ecology -- South Africa -- Kat River Valley
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:4828 , http://hdl.handle.net/10962/d1005503
- Description: International evidence clearly indicates that water shortages and the enhanced value attached to water and aquatic ecosystems are key concerns faced by many countries. International experience, since the mid-1980s, has emphasised the importance of addressing political, social, environmental and economic issues through active stakeholder participation in riverine and water resource management. These trends and issues are relevant to South Africa, where integrated water resource management (IWRM) is now a cornerstone of water resource policy and the National Water Act (NWA). Apartheid excluded communities in former homelands (racial reserves) from participation in IWRM. The research presented in this thesis was based on the search for philosophies and methods to involve the rural, former homeland people of the Kat River Valley in South Africa in IWRM. Post-modern, humanist and some logical positivist geographical philosophies were used during the research. This research applied Participatory Rural Appraisal (PRA) philosophy and methods and was influenced by the seminal work of Paolo Freire (1972). In addition, the use of innovative methods for engagement of the oppressed, using theatre methods developed by Augusto Boal (1995, 2000) was explored to add value to PRA. In addition, the application of Action Research ensured that community participants were actively involved in the research being conducted for this thesis. The applied research in the Kat River Valley in South Africa evolved through three key phases. In Phase One quantifiable data on the Kat River Valley and its residents was sought. This investigation did not empower the resident communities of Fairbairn and Hertzog – a lesson that influenced the move to more participatory methods in subsequent phases of the research. Lessons learned from using surveys encouraged exploration of participatory methods to enable participants to become “co-learners”. Phase Two of the research commenced with a series of feedback meetings, in which participants recognised that they faced an environmental crisis. Through a series of participatory workshops, residents came to acknowledge and affirm their environmental knowledge. Residents then committed themselves to gaining a deeper understanding of their environment and their lives. My role changed from that of a researcher to a facilitator. Phase Three of the research and the shift to Action Research commenced after local residents identified the need to personally take charge of their environmental challenges in the Kat River Valley and recognised the need to collaborate at a catchment scale for effective IWRM. This eventually led to the formation of a Water User Association and Catchment Forum. The key theoretical contribution of the thesis relates to the identified relationship between the development orientation and ecological paradigm, and an assessment of the impact this has on the inputs, processes, outputs and outcomes of IWRM. This theoretical contribution is equally valid in other countries, where the tradeoffs are essentially the same, but the framework for making the choices is different because of varying socio-economic and biophysical circumstances
- Full Text:
- Authors: Motteux, Nicole
- Date: 2003
- Subjects: Water-supply -- South Africa -- Kat River Valley -- Management Rural development -- Environmental aspects -- South Africa -- Kat River Valley Kat River Valley (South Africa) Human ecology -- South Africa -- Kat River Valley Stream ecology -- South Africa -- Kat River Valley
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:4828 , http://hdl.handle.net/10962/d1005503
- Description: International evidence clearly indicates that water shortages and the enhanced value attached to water and aquatic ecosystems are key concerns faced by many countries. International experience, since the mid-1980s, has emphasised the importance of addressing political, social, environmental and economic issues through active stakeholder participation in riverine and water resource management. These trends and issues are relevant to South Africa, where integrated water resource management (IWRM) is now a cornerstone of water resource policy and the National Water Act (NWA). Apartheid excluded communities in former homelands (racial reserves) from participation in IWRM. The research presented in this thesis was based on the search for philosophies and methods to involve the rural, former homeland people of the Kat River Valley in South Africa in IWRM. Post-modern, humanist and some logical positivist geographical philosophies were used during the research. This research applied Participatory Rural Appraisal (PRA) philosophy and methods and was influenced by the seminal work of Paolo Freire (1972). In addition, the use of innovative methods for engagement of the oppressed, using theatre methods developed by Augusto Boal (1995, 2000) was explored to add value to PRA. In addition, the application of Action Research ensured that community participants were actively involved in the research being conducted for this thesis. The applied research in the Kat River Valley in South Africa evolved through three key phases. In Phase One quantifiable data on the Kat River Valley and its residents was sought. This investigation did not empower the resident communities of Fairbairn and Hertzog – a lesson that influenced the move to more participatory methods in subsequent phases of the research. Lessons learned from using surveys encouraged exploration of participatory methods to enable participants to become “co-learners”. Phase Two of the research commenced with a series of feedback meetings, in which participants recognised that they faced an environmental crisis. Through a series of participatory workshops, residents came to acknowledge and affirm their environmental knowledge. Residents then committed themselves to gaining a deeper understanding of their environment and their lives. My role changed from that of a researcher to a facilitator. Phase Three of the research and the shift to Action Research commenced after local residents identified the need to personally take charge of their environmental challenges in the Kat River Valley and recognised the need to collaborate at a catchment scale for effective IWRM. This eventually led to the formation of a Water User Association and Catchment Forum. The key theoretical contribution of the thesis relates to the identified relationship between the development orientation and ecological paradigm, and an assessment of the impact this has on the inputs, processes, outputs and outcomes of IWRM. This theoretical contribution is equally valid in other countries, where the tradeoffs are essentially the same, but the framework for making the choices is different because of varying socio-economic and biophysical circumstances
- Full Text:
A mission and five commissions: a study of some aspects of the educational work of the American Zulu Mission, 1835-1910
- Authors: George, Ambrose Cato
- Date: 1989
- Subjects: Missions -- South Africa Missions -- Educational Work , American Zulu Mission , Natal , South Africa , Colonial government , Adams College , Newton Adams , Missions , Missionary education , Educational purpose , Zulu people
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1337 , http://hdl.handle.net/10962/d1001403
- Description: This thesis examines the work of the American Zulu Mission in Natal from 1835 to 1910. Of the institutions controlled by this mission, the most famous was that known in the 20th Century as Adams College, named after one of the founders of the Natal work, Dr Newton Adams. Although other research work has been done on this institution and this mission in general, this thesis attempts to examine the work in the light of the mission's own view of its educational purpose and the expectations of the Colonial Government of what could be expected of missionary education. To meet this purpose particular stress was laid first on the actual development of the mission's educational institutions, especially when reports and letters assessed the aims of the developments and the ways in which these aims were being met. Secondly, the aims of missionary education were explained through five capital Colonial Government Commissions, which looked, in a number of different ways, at the current position and future of the Zulu peoples of Natal. These Commissions reported in 1846, 1852-1853, 1881-1882, 1892 and 1902. Two major findings emerge from the investigation. The first was lack of clarity, not only on the part of what the mission was trying to do, but also on what the Colonial Government expected it to do. To this absence of clarity must be added the continuous shortage of finance, the reluctance of the Zulu themselves to accept the combination of education (which they wanted) and conversion (of which they were often suspicious). In these circumstances, their slow progress of the 75 years from 1835 to 1910 becomes understandable. Had these years been the total extent of the mission' s contribution to Natal, there would be little justification for any extended investigation, or any reason behind the high prestige which the mission enjoyed. It is shown, however, that from 1902 onwards a new, more incisive and directional policy, especially on the question of education, came from the mission. This emerged particularly under the leadership of Le Roy, Principal from 1903 to 1925. The last part of this thesis assesses this new direction. The detailed investigation comes to an end at 1910 when with the creation of Union, an entirely new organisation and dispensation came into being. In the last years of Le Roy's principalship the promise of the period of 1902 to 1920 came to fruition and in the final chapter a brief summary of these developments are given
- Full Text:
- Authors: George, Ambrose Cato
- Date: 1989
- Subjects: Missions -- South Africa Missions -- Educational Work , American Zulu Mission , Natal , South Africa , Colonial government , Adams College , Newton Adams , Missions , Missionary education , Educational purpose , Zulu people
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1337 , http://hdl.handle.net/10962/d1001403
- Description: This thesis examines the work of the American Zulu Mission in Natal from 1835 to 1910. Of the institutions controlled by this mission, the most famous was that known in the 20th Century as Adams College, named after one of the founders of the Natal work, Dr Newton Adams. Although other research work has been done on this institution and this mission in general, this thesis attempts to examine the work in the light of the mission's own view of its educational purpose and the expectations of the Colonial Government of what could be expected of missionary education. To meet this purpose particular stress was laid first on the actual development of the mission's educational institutions, especially when reports and letters assessed the aims of the developments and the ways in which these aims were being met. Secondly, the aims of missionary education were explained through five capital Colonial Government Commissions, which looked, in a number of different ways, at the current position and future of the Zulu peoples of Natal. These Commissions reported in 1846, 1852-1853, 1881-1882, 1892 and 1902. Two major findings emerge from the investigation. The first was lack of clarity, not only on the part of what the mission was trying to do, but also on what the Colonial Government expected it to do. To this absence of clarity must be added the continuous shortage of finance, the reluctance of the Zulu themselves to accept the combination of education (which they wanted) and conversion (of which they were often suspicious). In these circumstances, their slow progress of the 75 years from 1835 to 1910 becomes understandable. Had these years been the total extent of the mission' s contribution to Natal, there would be little justification for any extended investigation, or any reason behind the high prestige which the mission enjoyed. It is shown, however, that from 1902 onwards a new, more incisive and directional policy, especially on the question of education, came from the mission. This emerged particularly under the leadership of Le Roy, Principal from 1903 to 1925. The last part of this thesis assesses this new direction. The detailed investigation comes to an end at 1910 when with the creation of Union, an entirely new organisation and dispensation came into being. In the last years of Le Roy's principalship the promise of the period of 1902 to 1920 came to fruition and in the final chapter a brief summary of these developments are given
- Full Text:
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