Biodiversity conservation of South Africa’s Wild Coast through the years: Exploring the tensions between western-style and local traditional conservation practices
- Authors: De Villiers, Deon Johan
- Date: 2021-10-29
- Subjects: Biodiversity conservation South Africa Eastern Cape , Political ecology South Africa Eastern Cape , Dwesa Nature Reserve (South Africa) , Mkambati Nature Reserve (South Africa) , Hluleka Nature Reserve (South Africa) , Environmental policy South Africa , Natural resources Co-management South Africa Eastern Cape , Land use Environmental aspects South Africa Eastern Cape
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/190646 , vital:45013 , 10.21504/10962/190646
- Description: The Transkei Wild Coast is a unique and diverse biophysical environment stretching some 280 kilometres between the Great Kei and Mtamvuna Rivers along South Africa’s eastern coastline. Its extensive indigenous forests were recognised for their biological and economic importance by the colonial government and granted protection from the late 1800s, with forced removal of indigenous people who resided within them. The state restricted and controlled the utilisation of the forest resources, particularly by Black people, through promulgation and enforcement of legislation. Similar conservation methods were employed for protection of the Wild Coast’s soils, grasslands and marine resources, usually without any consultation with local Black leadership or communities who relied upon these resources. Previous studies have focussed on the impacts of Western-style conservation legislation and the promulgation of protected areas on local people. These have suggested that local communities have been denied access to natural resources through a fences and fines approach, often accompanied by heavy-handed, strict law enforcement measures. Very little research has been conducted to document the actual reasons for and the history of conservation efforts along the Wild Coast. The aim of this study was to explore the history of natural resource management and conservation along the Wild Coast from a Western and African perspective, and to examine the conflicts that have arisen as a result thereof. The importance of utilisation of natural resources to sustain livelihoods and the conservation methods applied to protect these resources were examined, mainly by means of a literature review and face-to-face interviews with local traditional leaders and environmental managers. The successes, challenges and conflicts that resulted from conservation efforts were examined through detailed analysis of the conservation history of three case study areas: Dwesa-Cwebe, Hluleka and Mkambati nature reserves. The study concludes that traditional leaders, foresters and conservation managers have largely been ignored during previous research on management and conservation of the Wild Coast; however, they were very eager to express their views on this subject. The interviews revealed that traditional leaders and conservationists from each case study area want to protect the Wild Coast and its natural resources, albeit for different reasons. Conservationists recognise the importance of the region’s biodiversity and the need for protected areas, particularly where there is rich endemism such as at Mkambati and Dwesa-Cwebe. Traditional leaders recognise the potential for jobs for their people where protected areas preserve the aesthetic beauty of the coast and attract tourists. For them, employment opportunities are a priority, as is access to utilisation of natural resources to sustain livelihoods. The traditional customs and culture of the people living along the Wild Coast are also seen as being of critical importance. This has not been adequately considered by past conservation planners and managers, but traditional leaders express value in conserving the amaXhosa and amaMpondo way of life. Nowhere is this more evident than in relation to grazing land for cattle. Another significant finding is that the support shown by traditional leaders for conservation of the terrestrial environment is not necessarily mirrored when it comes to protection of marine resources. The Wild Coast has a rich variety of marine flora and fauna and a high percentage of endemic species. Local people have relied upon marine resources for sustenance, but conservationists acknowledge that access to these resources has historically been restricted without consultation with traditional leaders or local communities. It is concluded that these restrictions can be linked to many land claims on protected areas on the Wild Coast since 1994. While this study suggests that both traditional leaders and conservationists want to protect the Wild Coast and its natural resources, there is still mistrust based on a history of unjust forced removals from forests, restrictions on the use of natural resources through the manifestation of colonial and apartheid power, and broken promises relating to benefit sharing from proceeds of wildlife and tourism ventures, as well as those benefits linked to land claim settlement agreements in the post-apartheid era. The study concludes that, despite past conflicts relating to conservation management, the Wild Coast’s protected areas have widespread support amongst traditional leaders. There is agreement that co-management is the preferred option but the state has to assist in curbing lawlessness that threatens over-exploitation of natural resources. It is largely acknowledged by conservationists that local people should be permitted to sustainably use certain natural resources and that there have to be increased economic benefits from tourism. Although protected area managers cannot be expected to carry the responsibility of failed tourism models and economic ventures on nature reserves, this study found that they are often the only government officials available on the ground for traditional leaders and local communities to consult with. For co-management to be successful on the protected areas, regular communication about all matters pertaining to management is considered important. While it is accepted that traditional leaders no longer have the administrative powers that they historically possessed, the study found that they are still widely respected along the Wild Coast. It is therefore concluded that regular consultation between environmental managers and traditional leaders is essential for the future conservation of the Wild Coast. , Thesis (PhD) -- Faculty of Science, Geography, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: De Villiers, Deon Johan
- Date: 2021-10-29
- Subjects: Biodiversity conservation South Africa Eastern Cape , Political ecology South Africa Eastern Cape , Dwesa Nature Reserve (South Africa) , Mkambati Nature Reserve (South Africa) , Hluleka Nature Reserve (South Africa) , Environmental policy South Africa , Natural resources Co-management South Africa Eastern Cape , Land use Environmental aspects South Africa Eastern Cape
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/190646 , vital:45013 , 10.21504/10962/190646
- Description: The Transkei Wild Coast is a unique and diverse biophysical environment stretching some 280 kilometres between the Great Kei and Mtamvuna Rivers along South Africa’s eastern coastline. Its extensive indigenous forests were recognised for their biological and economic importance by the colonial government and granted protection from the late 1800s, with forced removal of indigenous people who resided within them. The state restricted and controlled the utilisation of the forest resources, particularly by Black people, through promulgation and enforcement of legislation. Similar conservation methods were employed for protection of the Wild Coast’s soils, grasslands and marine resources, usually without any consultation with local Black leadership or communities who relied upon these resources. Previous studies have focussed on the impacts of Western-style conservation legislation and the promulgation of protected areas on local people. These have suggested that local communities have been denied access to natural resources through a fences and fines approach, often accompanied by heavy-handed, strict law enforcement measures. Very little research has been conducted to document the actual reasons for and the history of conservation efforts along the Wild Coast. The aim of this study was to explore the history of natural resource management and conservation along the Wild Coast from a Western and African perspective, and to examine the conflicts that have arisen as a result thereof. The importance of utilisation of natural resources to sustain livelihoods and the conservation methods applied to protect these resources were examined, mainly by means of a literature review and face-to-face interviews with local traditional leaders and environmental managers. The successes, challenges and conflicts that resulted from conservation efforts were examined through detailed analysis of the conservation history of three case study areas: Dwesa-Cwebe, Hluleka and Mkambati nature reserves. The study concludes that traditional leaders, foresters and conservation managers have largely been ignored during previous research on management and conservation of the Wild Coast; however, they were very eager to express their views on this subject. The interviews revealed that traditional leaders and conservationists from each case study area want to protect the Wild Coast and its natural resources, albeit for different reasons. Conservationists recognise the importance of the region’s biodiversity and the need for protected areas, particularly where there is rich endemism such as at Mkambati and Dwesa-Cwebe. Traditional leaders recognise the potential for jobs for their people where protected areas preserve the aesthetic beauty of the coast and attract tourists. For them, employment opportunities are a priority, as is access to utilisation of natural resources to sustain livelihoods. The traditional customs and culture of the people living along the Wild Coast are also seen as being of critical importance. This has not been adequately considered by past conservation planners and managers, but traditional leaders express value in conserving the amaXhosa and amaMpondo way of life. Nowhere is this more evident than in relation to grazing land for cattle. Another significant finding is that the support shown by traditional leaders for conservation of the terrestrial environment is not necessarily mirrored when it comes to protection of marine resources. The Wild Coast has a rich variety of marine flora and fauna and a high percentage of endemic species. Local people have relied upon marine resources for sustenance, but conservationists acknowledge that access to these resources has historically been restricted without consultation with traditional leaders or local communities. It is concluded that these restrictions can be linked to many land claims on protected areas on the Wild Coast since 1994. While this study suggests that both traditional leaders and conservationists want to protect the Wild Coast and its natural resources, there is still mistrust based on a history of unjust forced removals from forests, restrictions on the use of natural resources through the manifestation of colonial and apartheid power, and broken promises relating to benefit sharing from proceeds of wildlife and tourism ventures, as well as those benefits linked to land claim settlement agreements in the post-apartheid era. The study concludes that, despite past conflicts relating to conservation management, the Wild Coast’s protected areas have widespread support amongst traditional leaders. There is agreement that co-management is the preferred option but the state has to assist in curbing lawlessness that threatens over-exploitation of natural resources. It is largely acknowledged by conservationists that local people should be permitted to sustainably use certain natural resources and that there have to be increased economic benefits from tourism. Although protected area managers cannot be expected to carry the responsibility of failed tourism models and economic ventures on nature reserves, this study found that they are often the only government officials available on the ground for traditional leaders and local communities to consult with. For co-management to be successful on the protected areas, regular communication about all matters pertaining to management is considered important. While it is accepted that traditional leaders no longer have the administrative powers that they historically possessed, the study found that they are still widely respected along the Wild Coast. It is therefore concluded that regular consultation between environmental managers and traditional leaders is essential for the future conservation of the Wild Coast. , Thesis (PhD) -- Faculty of Science, Geography, 2021
- Full Text:
- Date Issued: 2021-10-29
Catchment and River Management in Graduate Teacher Education: A Case Study of Student Teacher Learning and Teaching in the Upper uThukela Valley, KwaZulu-Natal
- Authors: Heath, Gavin Edward Craig
- Date: 2021-10-29
- Subjects: Geography Study and teaching (Higher) South Africa KwaZulu-Natal , Watershed management Study and teaching (Higher) South Africa KwaZulu-Natal , Pedagogical content knowledge , Environmental education South Africa KwaZulu-Natal , Teacher effectiveness South Africa KwaZulu-Natal , Curriculum and Assessment Policy Statement (CAPS)
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/190635 , vital:45012 , 10.21504/10962/190635
- Description: This study developed as a progressive focus on a design research process towards the inclusion of new environmental knowledge in teacher education. It is centred on the clarification of pedagogical content knowledge for the teaching of catchment and river management in Geography teacher education. The study was developed as a design research case study with three phases or iterations of experiential engagement and data collection during the teaching of Postgraduate Certificate in Education students at the University of KwaZulu-Natal where I lecture Geography Education. The study’s iterative design was developed around pedagogical content knowledge refinement with curriculum knowledge analysis (phase 1) that was followed by lecture delivery and analysis (phase 2) and analysis of student engagement during fieldwork, and on teaching practice in rural classroom contexts (phase 3). Data and insights were generated across the successive stages of knowledge differentiation and teaching and learning interactions over time, and included reflection with students involved in the lectures, fieldwork and teaching practice programme. The analytical work covered a review of trajectories in new environmental knowledge, social-ecological systems, sustainability competencies, practice architecture and fieldwork pedagogy. This was done using three research lenses, namely social-ecological systems, social learning and practice architectures. All the design research and review processes served to develop, clarify and refine pedagogical content knowledge for sustainability-oriented teacher education. Thus the study conformed to the tenets of design-based research that was centred on clarification and review of pedagogical content knowledge that was carried into phases two and three. Research was focused at the nexus of pedagogical content knowledge and sustainability concerns that is necessary for the teaching of catchment and river basin management within a social-ecological systems perspective for integrated water resources management in South Africa and globally. The findings informed an illustrative model on how the research was carried out. Six design research insights and principles conclude the study and encapsulate the contribution it makes to new knowledge on how teacher education practice can be progressively aligned with new content knowledge teaching and the teaching of sustainability concerns. Specific findings in the form of six research insights indicated that the fieldworkbased teaching practice experience proved a successful learning crucible to develop sustainability competences. The cohort of student teachers passed their fieldwork teaching practice despite inadequate covering of foundational concepts in school and university. The teaching of a catchment management strategy case study was valuable in all three phases of research. A multi-contextual teaching and learning environment was successfully negotiated and navigated by the student teachers. The present Curriculum and Assessment Policy Statement does not speak to the reality on the ground, particularly in deep rural environments. A compulsory virtual Geography teacher training experience is recommended. Lastly, varied and broad responses to the noted multi-contextual challenges are needed in order to prepare and equip student teachers for the demands of the new environmental knowledge in the curriculum. Based on the groundwork provided by this study, there is scope for further research especially regarding the varied and broad responses to this new environmental knowledge in the curriculum. , Thesis (PhD) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Heath, Gavin Edward Craig
- Date: 2021-10-29
- Subjects: Geography Study and teaching (Higher) South Africa KwaZulu-Natal , Watershed management Study and teaching (Higher) South Africa KwaZulu-Natal , Pedagogical content knowledge , Environmental education South Africa KwaZulu-Natal , Teacher effectiveness South Africa KwaZulu-Natal , Curriculum and Assessment Policy Statement (CAPS)
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/190635 , vital:45012 , 10.21504/10962/190635
- Description: This study developed as a progressive focus on a design research process towards the inclusion of new environmental knowledge in teacher education. It is centred on the clarification of pedagogical content knowledge for the teaching of catchment and river management in Geography teacher education. The study was developed as a design research case study with three phases or iterations of experiential engagement and data collection during the teaching of Postgraduate Certificate in Education students at the University of KwaZulu-Natal where I lecture Geography Education. The study’s iterative design was developed around pedagogical content knowledge refinement with curriculum knowledge analysis (phase 1) that was followed by lecture delivery and analysis (phase 2) and analysis of student engagement during fieldwork, and on teaching practice in rural classroom contexts (phase 3). Data and insights were generated across the successive stages of knowledge differentiation and teaching and learning interactions over time, and included reflection with students involved in the lectures, fieldwork and teaching practice programme. The analytical work covered a review of trajectories in new environmental knowledge, social-ecological systems, sustainability competencies, practice architecture and fieldwork pedagogy. This was done using three research lenses, namely social-ecological systems, social learning and practice architectures. All the design research and review processes served to develop, clarify and refine pedagogical content knowledge for sustainability-oriented teacher education. Thus the study conformed to the tenets of design-based research that was centred on clarification and review of pedagogical content knowledge that was carried into phases two and three. Research was focused at the nexus of pedagogical content knowledge and sustainability concerns that is necessary for the teaching of catchment and river basin management within a social-ecological systems perspective for integrated water resources management in South Africa and globally. The findings informed an illustrative model on how the research was carried out. Six design research insights and principles conclude the study and encapsulate the contribution it makes to new knowledge on how teacher education practice can be progressively aligned with new content knowledge teaching and the teaching of sustainability concerns. Specific findings in the form of six research insights indicated that the fieldworkbased teaching practice experience proved a successful learning crucible to develop sustainability competences. The cohort of student teachers passed their fieldwork teaching practice despite inadequate covering of foundational concepts in school and university. The teaching of a catchment management strategy case study was valuable in all three phases of research. A multi-contextual teaching and learning environment was successfully negotiated and navigated by the student teachers. The present Curriculum and Assessment Policy Statement does not speak to the reality on the ground, particularly in deep rural environments. A compulsory virtual Geography teacher training experience is recommended. Lastly, varied and broad responses to the noted multi-contextual challenges are needed in order to prepare and equip student teachers for the demands of the new environmental knowledge in the curriculum. Based on the groundwork provided by this study, there is scope for further research especially regarding the varied and broad responses to this new environmental knowledge in the curriculum. , Thesis (PhD) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
Climate for changing lenses: Reconciliation through site-specific, media arts-based environmental education on the water and climate change nexus in South Africa and Canada
- Authors: Van Borek, Sarah
- Date: 2021-10-29
- Subjects: Environmental education South Africa , Environmental education Canada , Climatic changes in art , Water-supply Climatic factors , Decolonization , Reconciliation South Africa , Curriculum change , Traditional ecological knowledge
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/192754 , vital:45260 , 10.21504/10962/192754
- Description: This study took place in the context of a growing racialised global water crisis and increasing demands worldwide for transforming higher education at institutions of ongoing settler colonialism. It presents a conceptualisation of what education, research and activism can look like and unfolded inside a doctoral research project that expands what doctoral education can look like. Using a media arts-based praxis process, I developed a relational model of university curriculum –site-specific, media arts-based, environmental education –with potential to cultivate relations (human and nonhuman) towards reconciliation while contributing to justice at the water-climate change nexus. My aim as a settler-ally was to expand my teaching and curriculum practices, thereby also offering curriculum transformation inspiration to others. My research was rooted in my concept of reconciliation as a practice towards thriving together, where the ‘together’ was inclusive of both humans and nonhumans. The curriculum engaged students in de/re/constructing water narratives through making site-specific videos focused on local water bodies. Decolonising artistic approaches known as slow media and soundscape recording were strategically incorporated into audio/video mapping assignments where students observed water aesthetics in ways that shifted their perceptions about water and entities entangled with it. Students met with Knowledge Keepers (Indigenous and non-Indigenous people from outside the academy with existing relationships to water bodies). A photovoice methodology was used in these meetings with Knowledge Keepers to reconfigure traditional film director-subject power relations. Guest lecturers from non-traditional backgrounds contributed diverse perspectives. Ecomotricity was incorporated, whereby students were in deliberate movement in/with water bodies through canoeing together. The curriculum culminated in a public screening/education event where resulting videos, interspersed with educational games facilitated by students, surfaced emotions, knowledge co-production and new synergies amongst the event’s temporary community. Through two iterations of the curriculum, where I co-designed and taught a course called Making Waveforms, one in Vancouver, Canada and one in Cape Town, South Africa, I explored the primary research question: How can a relational site specific, media arts-based university environmental education curriculum cultivate students’ relational sensibilities and abilities oriented towards reconciliation of diverse peoples and ecosystems in South Africa and Canada? Iterating the curriculum across these two contexts allowed me to assess which aspect(s)of the curriculum may have been applicable across these and other contexts. By using mixed methods of data collection and sharing throughout the research journey, I explored the sub-questions: a) How is reconciliation understood currently by university students in South Africa and Canada? and b) How can a relational site-specific, media arts-based university environmental education curriculum and my PhD methodologies (PhD-by-publication, website, and participatory approaches to podcasting, video making, and song creation), contribute to decolonising higher education, and thereby further contribute to reconciliation of diverse peoples and ecosystems in South Africa and Canada? Integral to my praxis process, I undertook a PhD-by-publication that involved writing four academic journal articles, with each paper presenting a key stage in the process. The papers, all of which have been submitted to peer-reviewed academic journals, form part of this thesis and can be found in the Appendices. The course was originally developed around Donati’s (2011) relational sociology and Gergen’s (2009) relational education theory. Throughout my praxis process, I expanded my theoretical influences as called for by the research and teaching practice. The journey behind my first PhD paper, (Towards) Sound research practice: Podcast-building as modeling relational sensibilities at the water-climate change nexus in Cape Town, began when I officially started my doctoral studies in early 2018. The paper was co-authored with a fellow PhD scholar from Rhodes University’s Environmental Learning Research Centre (ELRC), Anna James. It presents an experimental arts-based methodology we co-developed for doing contextual profiling by building a socially-engaged podcast series, called Day One, to explore the lived experiences of the Cape Town water crisis of 2018. It includes my initial tool of analysis for exploring how the curriculum might cultivate relational sensibilities and abilities towards reconciliation. The podcast pedagogy offered opportunities to develop some relational learning processes. The analytical tool was developed from cross-referencing reconciliation and relational educational theories. This paper also incorporated theories in relational solidarity and social movement learning. The podcast episodes included personal narratives that, in turn, revealed diverse ideologies and polarisations in the water situation. Working with the audio medium highlighted possibilities for creating and shifting affective relations. Recording and editing soundscapes of waterbodies began explorations of the agential qualities of water. These were foundational dynamics to explore in building the reconciliation curriculum. The paper is published in the International Journal of New Media, Technology, and the Arts (2019, Volume14, Issue1). My second PhD paper, A media arts-based praxis process of building towards a relational model of curriculum oriented towards reconciliation through water justice, presents my methodology for and analysis of a pilot course I co-designed and taught at the Emily Carr University of Art + Design (ECUAD) in Vancouver, Canada in 2018. This course served as contextual profiling around the water situation in Vancouver. The course was offered in partnership with a science-based environmental non-profit called the David Suzuki Foundation and an Indigenous-led post-secondary school called the Native Education College. The course’s public event was hosted at the Beaty Biodiversity Museum. At this stage, I was introduced to Cree/Métis filmmaker, Gregory Coyes, and his Indigenous cinematic narrative approach known as Slow Media. Integrating slow media into video mapping assignments presented exciting possibilities for shifting views and valuing of water. This was the stage at which my concept of reconciliation expanded to explicitly include nonhumans. I applied my initial analytical tool to the curriculum here, which revealed the three most prominent relational sensibilities and abilities towards reconciliation cultivated by students through the course: (1) knowledge ecologies; (2) a hopeful social imaginary; and (3) embodied ways of knowing. I began to make connections between the curriculum and Mi’kmaq elder Albert Marshall’s concept of ‘Two-Eyed-Seeing’, and expanded the notion to ‘Three-Eyed-Seeing’ to include artistic approaches. Deeply inspired by Bekerman and Zembylas’s (2012) Teaching Contested Narratives, I began to see the growing importance of the narrative aspects of reconciliation education. The paper is published in the University of Pretoria’s Journal of Decolonising Disciplines (2021, Volume 1, Issue 2). My third PhD paper, Water as artist-collaborator: Posthumanism and reconciliation in relational media arts-based education, presents a 2019 iteration of the curriculum at ECUAD in Vancouver, and illustrates my shift to include posthuman theories in my analysis. This course was offered in affiliation with the David Suzuki Foundation, and in collaboration with the Native Education College. The culminating public event was hosted by the Beaty Biodiversity Museum. Decentring the human in this data analysis better supported my research and curricular aims. The strong technoculture of the media arts-based curriculum fits well with many posthuman concepts. This posthuman reading of the course and data enabled me to see what changes were emerging through student-water-technology intra-actions, and how these supported relations towards reconciliation as well as water justice. Most notable of these changes was the emergence of water’s agential qualities, specifically of water as becoming collaborator in artistic/knowledge co-production, where students think with water. I argued this contributes to reconciliation by decentring the human, enabling relations in which power is more equal, and where there are greater possibilities for mutual responsibility between related entities. This is where I developed the concept of audio/video as relational texts, supporting the creating and shifting of affective relations more than the monumentalised verbal/written knowledge of traditional universities. This is also where I realised that relational work towards reconciliation would require engaging with the hidden curriculum of institutions. The paper is published in the journal Reconceptualizing Educational Research Methodology (2021, Volume 12, Issue 1), as part of a special issue on Posthuman Conceptions of Change in Empirical Educational Research. My fourth PhD paper, originally entitled Making waveforms: Implicit knowledge representation through video water narratives as decolonising practice towards reconciliation in South Africa’s higher education, presents an analysis of the 2019 iteration of the curriculum in South Africa. I co-designed and led a course called Making Waveforms at the University of Cape Town’s Future Water Institute (FWI) in collaboration with Rhodes University. The course was co-designed/facilitated with FWI’s Research Fellow Amber Abrams, who also co-authored this paper. The course’s public event was hosted by a non-profit organisation called the Tshisimani Centre for Activist Education. This paper explored the ways that non-verbalisable, implicit learning –understood as part of many non-Euro/Western ways of knowing– takes place in the Making Waveforms course and how this influenced water-specific climate behaviours while contributing to decolonised reconciliation practice for higher education institutions. Drawing on theories of implicit and explicit knowledge, we first showed how implicit learning primarily took place through: 1) site-specific audio/video mapping of water bodies; 2) meetings with Knowledge Keepers; and 3) an interactive public screening event. We highlighted how this non-verbalisable learning produced feelings of empathy for diverse peoples and waterways, as well as aesthetic appreciation of water, and how this can contribute to more response-able water behaviours. This, we argued, supported the valuing of implicit knowledge within a traditional educational setting, thereby pluralising knowledge, and was key to reconciliation/decolonisation in higher education. Iterating the curriculum for the South African context emphasised the importance of context-specificity of the course overall, and also of the relational work embedded in the curriculum. This paper is under review by the University of Toronto’s journal Curriculum Inquiry (CI). Following receipt of CI's internal review process, the title of the paper has since been updated to Non-verbalisable, implicit knowledge through cellphilms as decolonised reconciliation practice towards response-able water behaviours in South Africa. Through reflective analysis of my four papers, I developed a concept for an Anatomy of Decoloniz/sed Curriculum consisting of five key parts: 1) relationality; 2) multimodality; 3) narratives/counter-narratives; 4) context-specificity; and 5) unhidden curriculum. Four meta reflections have been included in this thesis, each corresponding with one of the four papers, and presented chronologically according to the stage of the praxis process with which they correspond. In these meta reflections, I applied Kolb’s (1984) Experiential Learning Cycle model for reflective writing, based on the premise that through experiences we can expand our understanding, and included four key stages: 1) concrete experience; 2) reflective observation; 3) abstract conceptualisation; and 4) active experimentation. For the concrete experience, I provided a thick description of my process in writing the paper, as well as aspects of the phase in my praxis process that was the focus of the paper, not included in but relevant to the paper. For the reflective observation, I identified any aspects of the experience that were new to me and which therefore presented opportunities for me to learn. For the abstract conceptualisation, I critically analysed my concrete experience and reflective observation to determine which, if any, of the five key parts of the Anatomy of Decoloniz/sed Curriculum that I outline in my introduction relate to this phase of my PhD praxis process. For the active experimentation, I made conclusions about the extent to which this phase of my PhD embraced decoloniality in practice, and built on this new understanding to make recommendations for myself and others committed to the decolonial project as part of my contribution to knowledge. These meta reflections also invite readers to follow my personal narrative of becoming-with water, meaning my transformation from being water illiterate to embracing a ‘watershed mind’ (Wong,2011). Multimodality, which I propose as a key part of an Anatomy of Decoloniz/sed Curriculum, is embedded in the representational aspects of this thesis. The courses I co-designed and taught as part of this project resulted in the creation of 20 short student films. My contextual profiling involved a podcast methodology that was ongoing throughout my study, as a model of decolonised research-communication-education-action at the water-climate change nexus. This methodology resulted in the creation of four Day One podcast episodes, co-produced with a PhD colleague, Anna James. Some of these episodes are available in all three main languages of Cape Town (Xhosa, Afrikaans, and English). I evolved the podcast methodology in a later stage of my praxis process as a form of member checking with contributors involved in various stages and aspects of the research. Once the four papers were written, I created a series of four short videos called In the Flow, with each video representing a translation of one of the four papers. I invited various contributors of the research project to either watch one or more of the In the Flow videos and/or read one or more of the academic papers, and then to respond in a Zoom call with me. The responses were then shared publicly in a series of seven Climate for Changing Lenses podcast episodes. Parts of these are included in a final song/music video called Please Don’t Blow It. A Climate for Changing Lenses website was created to host all of this multimedia content that forms part of this thesis. A link to this website is provided in the Introduction section of this thesis. My research contributes to the advancement of knowledge in the areas of relational and reconciliation pedagogy, decolonising higher education, arts-based teaching, learning and research methodologies and the water-climate change nexus. My praxis process provided a relational model of reconciliation curriculum that has been tried and tested in two international contexts: Canada and South Africa. , Thesis (PhD) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Van Borek, Sarah
- Date: 2021-10-29
- Subjects: Environmental education South Africa , Environmental education Canada , Climatic changes in art , Water-supply Climatic factors , Decolonization , Reconciliation South Africa , Curriculum change , Traditional ecological knowledge
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/192754 , vital:45260 , 10.21504/10962/192754
- Description: This study took place in the context of a growing racialised global water crisis and increasing demands worldwide for transforming higher education at institutions of ongoing settler colonialism. It presents a conceptualisation of what education, research and activism can look like and unfolded inside a doctoral research project that expands what doctoral education can look like. Using a media arts-based praxis process, I developed a relational model of university curriculum –site-specific, media arts-based, environmental education –with potential to cultivate relations (human and nonhuman) towards reconciliation while contributing to justice at the water-climate change nexus. My aim as a settler-ally was to expand my teaching and curriculum practices, thereby also offering curriculum transformation inspiration to others. My research was rooted in my concept of reconciliation as a practice towards thriving together, where the ‘together’ was inclusive of both humans and nonhumans. The curriculum engaged students in de/re/constructing water narratives through making site-specific videos focused on local water bodies. Decolonising artistic approaches known as slow media and soundscape recording were strategically incorporated into audio/video mapping assignments where students observed water aesthetics in ways that shifted their perceptions about water and entities entangled with it. Students met with Knowledge Keepers (Indigenous and non-Indigenous people from outside the academy with existing relationships to water bodies). A photovoice methodology was used in these meetings with Knowledge Keepers to reconfigure traditional film director-subject power relations. Guest lecturers from non-traditional backgrounds contributed diverse perspectives. Ecomotricity was incorporated, whereby students were in deliberate movement in/with water bodies through canoeing together. The curriculum culminated in a public screening/education event where resulting videos, interspersed with educational games facilitated by students, surfaced emotions, knowledge co-production and new synergies amongst the event’s temporary community. Through two iterations of the curriculum, where I co-designed and taught a course called Making Waveforms, one in Vancouver, Canada and one in Cape Town, South Africa, I explored the primary research question: How can a relational site specific, media arts-based university environmental education curriculum cultivate students’ relational sensibilities and abilities oriented towards reconciliation of diverse peoples and ecosystems in South Africa and Canada? Iterating the curriculum across these two contexts allowed me to assess which aspect(s)of the curriculum may have been applicable across these and other contexts. By using mixed methods of data collection and sharing throughout the research journey, I explored the sub-questions: a) How is reconciliation understood currently by university students in South Africa and Canada? and b) How can a relational site-specific, media arts-based university environmental education curriculum and my PhD methodologies (PhD-by-publication, website, and participatory approaches to podcasting, video making, and song creation), contribute to decolonising higher education, and thereby further contribute to reconciliation of diverse peoples and ecosystems in South Africa and Canada? Integral to my praxis process, I undertook a PhD-by-publication that involved writing four academic journal articles, with each paper presenting a key stage in the process. The papers, all of which have been submitted to peer-reviewed academic journals, form part of this thesis and can be found in the Appendices. The course was originally developed around Donati’s (2011) relational sociology and Gergen’s (2009) relational education theory. Throughout my praxis process, I expanded my theoretical influences as called for by the research and teaching practice. The journey behind my first PhD paper, (Towards) Sound research practice: Podcast-building as modeling relational sensibilities at the water-climate change nexus in Cape Town, began when I officially started my doctoral studies in early 2018. The paper was co-authored with a fellow PhD scholar from Rhodes University’s Environmental Learning Research Centre (ELRC), Anna James. It presents an experimental arts-based methodology we co-developed for doing contextual profiling by building a socially-engaged podcast series, called Day One, to explore the lived experiences of the Cape Town water crisis of 2018. It includes my initial tool of analysis for exploring how the curriculum might cultivate relational sensibilities and abilities towards reconciliation. The podcast pedagogy offered opportunities to develop some relational learning processes. The analytical tool was developed from cross-referencing reconciliation and relational educational theories. This paper also incorporated theories in relational solidarity and social movement learning. The podcast episodes included personal narratives that, in turn, revealed diverse ideologies and polarisations in the water situation. Working with the audio medium highlighted possibilities for creating and shifting affective relations. Recording and editing soundscapes of waterbodies began explorations of the agential qualities of water. These were foundational dynamics to explore in building the reconciliation curriculum. The paper is published in the International Journal of New Media, Technology, and the Arts (2019, Volume14, Issue1). My second PhD paper, A media arts-based praxis process of building towards a relational model of curriculum oriented towards reconciliation through water justice, presents my methodology for and analysis of a pilot course I co-designed and taught at the Emily Carr University of Art + Design (ECUAD) in Vancouver, Canada in 2018. This course served as contextual profiling around the water situation in Vancouver. The course was offered in partnership with a science-based environmental non-profit called the David Suzuki Foundation and an Indigenous-led post-secondary school called the Native Education College. The course’s public event was hosted at the Beaty Biodiversity Museum. At this stage, I was introduced to Cree/Métis filmmaker, Gregory Coyes, and his Indigenous cinematic narrative approach known as Slow Media. Integrating slow media into video mapping assignments presented exciting possibilities for shifting views and valuing of water. This was the stage at which my concept of reconciliation expanded to explicitly include nonhumans. I applied my initial analytical tool to the curriculum here, which revealed the three most prominent relational sensibilities and abilities towards reconciliation cultivated by students through the course: (1) knowledge ecologies; (2) a hopeful social imaginary; and (3) embodied ways of knowing. I began to make connections between the curriculum and Mi’kmaq elder Albert Marshall’s concept of ‘Two-Eyed-Seeing’, and expanded the notion to ‘Three-Eyed-Seeing’ to include artistic approaches. Deeply inspired by Bekerman and Zembylas’s (2012) Teaching Contested Narratives, I began to see the growing importance of the narrative aspects of reconciliation education. The paper is published in the University of Pretoria’s Journal of Decolonising Disciplines (2021, Volume 1, Issue 2). My third PhD paper, Water as artist-collaborator: Posthumanism and reconciliation in relational media arts-based education, presents a 2019 iteration of the curriculum at ECUAD in Vancouver, and illustrates my shift to include posthuman theories in my analysis. This course was offered in affiliation with the David Suzuki Foundation, and in collaboration with the Native Education College. The culminating public event was hosted by the Beaty Biodiversity Museum. Decentring the human in this data analysis better supported my research and curricular aims. The strong technoculture of the media arts-based curriculum fits well with many posthuman concepts. This posthuman reading of the course and data enabled me to see what changes were emerging through student-water-technology intra-actions, and how these supported relations towards reconciliation as well as water justice. Most notable of these changes was the emergence of water’s agential qualities, specifically of water as becoming collaborator in artistic/knowledge co-production, where students think with water. I argued this contributes to reconciliation by decentring the human, enabling relations in which power is more equal, and where there are greater possibilities for mutual responsibility between related entities. This is where I developed the concept of audio/video as relational texts, supporting the creating and shifting of affective relations more than the monumentalised verbal/written knowledge of traditional universities. This is also where I realised that relational work towards reconciliation would require engaging with the hidden curriculum of institutions. The paper is published in the journal Reconceptualizing Educational Research Methodology (2021, Volume 12, Issue 1), as part of a special issue on Posthuman Conceptions of Change in Empirical Educational Research. My fourth PhD paper, originally entitled Making waveforms: Implicit knowledge representation through video water narratives as decolonising practice towards reconciliation in South Africa’s higher education, presents an analysis of the 2019 iteration of the curriculum in South Africa. I co-designed and led a course called Making Waveforms at the University of Cape Town’s Future Water Institute (FWI) in collaboration with Rhodes University. The course was co-designed/facilitated with FWI’s Research Fellow Amber Abrams, who also co-authored this paper. The course’s public event was hosted by a non-profit organisation called the Tshisimani Centre for Activist Education. This paper explored the ways that non-verbalisable, implicit learning –understood as part of many non-Euro/Western ways of knowing– takes place in the Making Waveforms course and how this influenced water-specific climate behaviours while contributing to decolonised reconciliation practice for higher education institutions. Drawing on theories of implicit and explicit knowledge, we first showed how implicit learning primarily took place through: 1) site-specific audio/video mapping of water bodies; 2) meetings with Knowledge Keepers; and 3) an interactive public screening event. We highlighted how this non-verbalisable learning produced feelings of empathy for diverse peoples and waterways, as well as aesthetic appreciation of water, and how this can contribute to more response-able water behaviours. This, we argued, supported the valuing of implicit knowledge within a traditional educational setting, thereby pluralising knowledge, and was key to reconciliation/decolonisation in higher education. Iterating the curriculum for the South African context emphasised the importance of context-specificity of the course overall, and also of the relational work embedded in the curriculum. This paper is under review by the University of Toronto’s journal Curriculum Inquiry (CI). Following receipt of CI's internal review process, the title of the paper has since been updated to Non-verbalisable, implicit knowledge through cellphilms as decolonised reconciliation practice towards response-able water behaviours in South Africa. Through reflective analysis of my four papers, I developed a concept for an Anatomy of Decoloniz/sed Curriculum consisting of five key parts: 1) relationality; 2) multimodality; 3) narratives/counter-narratives; 4) context-specificity; and 5) unhidden curriculum. Four meta reflections have been included in this thesis, each corresponding with one of the four papers, and presented chronologically according to the stage of the praxis process with which they correspond. In these meta reflections, I applied Kolb’s (1984) Experiential Learning Cycle model for reflective writing, based on the premise that through experiences we can expand our understanding, and included four key stages: 1) concrete experience; 2) reflective observation; 3) abstract conceptualisation; and 4) active experimentation. For the concrete experience, I provided a thick description of my process in writing the paper, as well as aspects of the phase in my praxis process that was the focus of the paper, not included in but relevant to the paper. For the reflective observation, I identified any aspects of the experience that were new to me and which therefore presented opportunities for me to learn. For the abstract conceptualisation, I critically analysed my concrete experience and reflective observation to determine which, if any, of the five key parts of the Anatomy of Decoloniz/sed Curriculum that I outline in my introduction relate to this phase of my PhD praxis process. For the active experimentation, I made conclusions about the extent to which this phase of my PhD embraced decoloniality in practice, and built on this new understanding to make recommendations for myself and others committed to the decolonial project as part of my contribution to knowledge. These meta reflections also invite readers to follow my personal narrative of becoming-with water, meaning my transformation from being water illiterate to embracing a ‘watershed mind’ (Wong,2011). Multimodality, which I propose as a key part of an Anatomy of Decoloniz/sed Curriculum, is embedded in the representational aspects of this thesis. The courses I co-designed and taught as part of this project resulted in the creation of 20 short student films. My contextual profiling involved a podcast methodology that was ongoing throughout my study, as a model of decolonised research-communication-education-action at the water-climate change nexus. This methodology resulted in the creation of four Day One podcast episodes, co-produced with a PhD colleague, Anna James. Some of these episodes are available in all three main languages of Cape Town (Xhosa, Afrikaans, and English). I evolved the podcast methodology in a later stage of my praxis process as a form of member checking with contributors involved in various stages and aspects of the research. Once the four papers were written, I created a series of four short videos called In the Flow, with each video representing a translation of one of the four papers. I invited various contributors of the research project to either watch one or more of the In the Flow videos and/or read one or more of the academic papers, and then to respond in a Zoom call with me. The responses were then shared publicly in a series of seven Climate for Changing Lenses podcast episodes. Parts of these are included in a final song/music video called Please Don’t Blow It. A Climate for Changing Lenses website was created to host all of this multimedia content that forms part of this thesis. A link to this website is provided in the Introduction section of this thesis. My research contributes to the advancement of knowledge in the areas of relational and reconciliation pedagogy, decolonising higher education, arts-based teaching, learning and research methodologies and the water-climate change nexus. My praxis process provided a relational model of reconciliation curriculum that has been tried and tested in two international contexts: Canada and South Africa. , Thesis (PhD) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
Competing policy imperatives in Post-Apartheid South Africa: An analysis of the effects and larger significance of ESKOM restructuring on the South African automotive industry, 2005-2014
- Authors: Sibuyi, Lucas Nkosana
- Date: 2021-10-29
- Subjects: Eskom (Firm) , South Africa Colonial influence , Electric power Conservation South Africa , Electric utilities Government ownership South Africa , Electric utilities Privatization South Africa , Import substitution South Africa , Government business enterprises South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/192911 , vital:45278 , 10.21504/10962/192911
- Description: The state has played an indispensable, major role in the industrialisation of South Africa, and its transformation from an economy of agriculture and mining to one based on manufacturing and services by the 1970s. Large state-owned corporations in communications and transportation, finance, industry and power have been key to this process, which also involved an extensive (and racist form of) import substitution industrialisation (ISI) from the 1920s. The 1970s saw a shift towards neoliberal policies, first under the National-Party-led apartheid government and then under the African-National-Congress-led democratic government formed in 1994. Since the 1980s, this restructuring has profoundly affected state-owned enterprises (SOEs), including the monopoly electricity utility ESKOM, and manufacturing industries, such as the automotive sector. This thesis examines the evolution of and interaction between different areas of neoliberal policy, and their evolution over time through a consideration of the relationship between the restructuring of SOEs and manufacturing, with a focus on ESKOM and autotomotives respectively. Relying on interviews with senior officials, policymakers, union leaders and industrialists, as well as primary documents, the study examines the responses of OEMs in South Africa (BMW, Ford, General Motors, Mercedes Benz/Daimler, Nissan, Toyota and Volkswagen) to ESKOM’s actions, and analyses the root of these actions. It argues that while restructuring has been framed by a common framework, policy development and implementation is not coordinated or cohesive. ESKOM, for example, gutted investment in electricity and maintenance generation capacity to become profitable and create space for Independent Power Providers (IPPs) – neoliberal measures for which it was rewarded and lauded. This took place at a time when national policy emphasised the need to grow manufacturing and attract direct investment by creating an investor-friendly climate resting on infrastructure. It also took place when the Department of Trade and Industry (DTI) rolled out highly successful plans – also praised and rewarded – to help adjust automotives to open markets; the sector grew much larger than under ISI, while other sectors like textiles collapsed. ESKOM’s measures, however, led to a rapid decline in the capacity and stability of the power system, and directly contradicted the drive to expand and globalise manufacturing, in which automotives was now the leading edge. Corruption in the utility worsened, much of it through subcontracting measures rooted in neoliberal reforms, but this did not cause the basic problems. It is argued that this situation of competing policy imperatives reflects deeper, long-term problems in the South African state, including contradictory policies, uneven capacity and a lack of coordination. For example, there was no coordination between the DTI and stakeholder departments that regulate ESKOM, being the shareholder ministry, the Department of Public Enterprises (DPE) and its policy ministry, and the Department of Mineral Resources and Energy (DMRE). These types of problems did not start postapartheid, and post-1994 reforms have not adequately addressed them. What exists is not a “developmental” state, as policymakers hope, but a fractured state of an intermediate type that combines “developmental” and “predatory” features in a oneparty dominant system in which lines between ruling party and state blur, and state resources are leveraged for elite class formation. Such was the case under apartheid skippered by the NP, with Afrikanerisation, and it continues today post-apartheid under the ANC with BEE. Major reforms are needed, but not just in SOE governance or budgets, as many have suggested. If we are to take the nation forward, the basic design of the state must be reformed. The state needs professionalised, coherent policy-making and implementation, proper coordination of state entities and hard decisions. It should manage high levels of public infrastructure, guarantee political stability and credit ratings, and provide policy certainty and predictability. Without big reforms it will remain a chronic underperformer. , Thesis (PhD) -- Faculty of Humanities, Sociology, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Sibuyi, Lucas Nkosana
- Date: 2021-10-29
- Subjects: Eskom (Firm) , South Africa Colonial influence , Electric power Conservation South Africa , Electric utilities Government ownership South Africa , Electric utilities Privatization South Africa , Import substitution South Africa , Government business enterprises South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/192911 , vital:45278 , 10.21504/10962/192911
- Description: The state has played an indispensable, major role in the industrialisation of South Africa, and its transformation from an economy of agriculture and mining to one based on manufacturing and services by the 1970s. Large state-owned corporations in communications and transportation, finance, industry and power have been key to this process, which also involved an extensive (and racist form of) import substitution industrialisation (ISI) from the 1920s. The 1970s saw a shift towards neoliberal policies, first under the National-Party-led apartheid government and then under the African-National-Congress-led democratic government formed in 1994. Since the 1980s, this restructuring has profoundly affected state-owned enterprises (SOEs), including the monopoly electricity utility ESKOM, and manufacturing industries, such as the automotive sector. This thesis examines the evolution of and interaction between different areas of neoliberal policy, and their evolution over time through a consideration of the relationship between the restructuring of SOEs and manufacturing, with a focus on ESKOM and autotomotives respectively. Relying on interviews with senior officials, policymakers, union leaders and industrialists, as well as primary documents, the study examines the responses of OEMs in South Africa (BMW, Ford, General Motors, Mercedes Benz/Daimler, Nissan, Toyota and Volkswagen) to ESKOM’s actions, and analyses the root of these actions. It argues that while restructuring has been framed by a common framework, policy development and implementation is not coordinated or cohesive. ESKOM, for example, gutted investment in electricity and maintenance generation capacity to become profitable and create space for Independent Power Providers (IPPs) – neoliberal measures for which it was rewarded and lauded. This took place at a time when national policy emphasised the need to grow manufacturing and attract direct investment by creating an investor-friendly climate resting on infrastructure. It also took place when the Department of Trade and Industry (DTI) rolled out highly successful plans – also praised and rewarded – to help adjust automotives to open markets; the sector grew much larger than under ISI, while other sectors like textiles collapsed. ESKOM’s measures, however, led to a rapid decline in the capacity and stability of the power system, and directly contradicted the drive to expand and globalise manufacturing, in which automotives was now the leading edge. Corruption in the utility worsened, much of it through subcontracting measures rooted in neoliberal reforms, but this did not cause the basic problems. It is argued that this situation of competing policy imperatives reflects deeper, long-term problems in the South African state, including contradictory policies, uneven capacity and a lack of coordination. For example, there was no coordination between the DTI and stakeholder departments that regulate ESKOM, being the shareholder ministry, the Department of Public Enterprises (DPE) and its policy ministry, and the Department of Mineral Resources and Energy (DMRE). These types of problems did not start postapartheid, and post-1994 reforms have not adequately addressed them. What exists is not a “developmental” state, as policymakers hope, but a fractured state of an intermediate type that combines “developmental” and “predatory” features in a oneparty dominant system in which lines between ruling party and state blur, and state resources are leveraged for elite class formation. Such was the case under apartheid skippered by the NP, with Afrikanerisation, and it continues today post-apartheid under the ANC with BEE. Major reforms are needed, but not just in SOE governance or budgets, as many have suggested. If we are to take the nation forward, the basic design of the state must be reformed. The state needs professionalised, coherent policy-making and implementation, proper coordination of state entities and hard decisions. It should manage high levels of public infrastructure, guarantee political stability and credit ratings, and provide policy certainty and predictability. Without big reforms it will remain a chronic underperformer. , Thesis (PhD) -- Faculty of Humanities, Sociology, 2021
- Full Text:
- Date Issued: 2021-10-29
Constraints and enablements on quality improvement in higher education
- Authors: Browning, Leanne Elizabeth
- Date: 2021-10-29
- Subjects: Education, Higher Aims and objectives South Africa , Education, Higher Evaluation , Quality assurance South Africa , Educational evaluation South Africa , Self-evaluation , Critical realism
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/294956 , vital:57273 , DOI 10.21504/10962/294956
- Description: This study contributes to the literature on quality improvement in higher education by examining the structural, cultural and agential constraints and enablements on a quality process at a university in South Africa. It examined four cases and developed an understanding of the complex interaction of structure, culture and agency and the mechanisms that enable or constrain quality improvement in higher education. The study drew on the literature on higher education quality for the theoretical basis for what is known contributes to the way in which quality assurance and improvement is implemented and its impact on the higher education context. Critical Realism provided the ontological framework and conceptual tools to understand and explore the complex social world within which the quality process took place. The literature on the morphogenetic approach provided the analytical framework for the data analysis and findings. The data consisted of a set of documents from a quality process that took place over a five-year period. The data analysis revealed that different departmental contexts impact on how mechanisms are activated. Each school context shapes the way in which people engage with the review process and consequently, processes and procedures are mediated in each context. This research therefore adds to the understanding of the way in which quality processes take place at a micro-level within an institutional context and informs the approach to quality improvement more broadly, nationally and internationally. The research contributes to the knowledge that will inform planning, policies and practices in quality improvement processes in higher education and the findings identify a number of factors (mechanisms) that should inform the way in which a quality process is facilitated, will enable effective self-evaluation and review processes, and consequently are more likely to lead to quality improvement. , Thesis (PhD) -- Faculty of Education, Centre for Higher Education Research, Teaching and Learning, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Browning, Leanne Elizabeth
- Date: 2021-10-29
- Subjects: Education, Higher Aims and objectives South Africa , Education, Higher Evaluation , Quality assurance South Africa , Educational evaluation South Africa , Self-evaluation , Critical realism
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/294956 , vital:57273 , DOI 10.21504/10962/294956
- Description: This study contributes to the literature on quality improvement in higher education by examining the structural, cultural and agential constraints and enablements on a quality process at a university in South Africa. It examined four cases and developed an understanding of the complex interaction of structure, culture and agency and the mechanisms that enable or constrain quality improvement in higher education. The study drew on the literature on higher education quality for the theoretical basis for what is known contributes to the way in which quality assurance and improvement is implemented and its impact on the higher education context. Critical Realism provided the ontological framework and conceptual tools to understand and explore the complex social world within which the quality process took place. The literature on the morphogenetic approach provided the analytical framework for the data analysis and findings. The data consisted of a set of documents from a quality process that took place over a five-year period. The data analysis revealed that different departmental contexts impact on how mechanisms are activated. Each school context shapes the way in which people engage with the review process and consequently, processes and procedures are mediated in each context. This research therefore adds to the understanding of the way in which quality processes take place at a micro-level within an institutional context and informs the approach to quality improvement more broadly, nationally and internationally. The research contributes to the knowledge that will inform planning, policies and practices in quality improvement processes in higher education and the findings identify a number of factors (mechanisms) that should inform the way in which a quality process is facilitated, will enable effective self-evaluation and review processes, and consequently are more likely to lead to quality improvement. , Thesis (PhD) -- Faculty of Education, Centre for Higher Education Research, Teaching and Learning, 2021
- Full Text:
- Date Issued: 2021-10-29
Continuing teacher professional development in the Environment Sector: A case study of Fundisa for Change continuing teacher professional development programme
- Authors: Nkhahle, Lebona Jerome
- Date: 2021-10-29
- Subjects: Environmental education South Africa , Pedagogical content knowledge , Teachers In-service training South Africa , Curriculum-based assessment South Africa , Fundisa for Change , Practice Architectures
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/192724 , vital:45254 , 10.21504/10962/192724
- Description: The importance of teachers being engaged in professional development initiatives is widely acknowledged in the literature and in most cases these initiatives are largely focused on addressing teachers’ lack of subject content knowledge. The problem of teachers having inadequate environmental knowledge is common in South Africa due to the fact that much of the environmental content knowledge in the curriculum is new, and environmental education itself is a new field. This is an area of interest in South Africa as a third iteration of the post-apartheid curriculum, the Curriculum and Assessment Policy Statement (CAPS) has recently been introduced into schools and many subjects have environmental learning content. Inadequate subject content knowledge influences teachers’ abilities to choose appropriate teaching and assessment methods and this might negatively affect the process of teaching and learning. Knowledgeable teachers are needed to help learners understand the current issues affecting citizens, and in particular, environmental issues, which form the focus of this study. The main research questions addressed are: 1. What are the teachers’ experiences of the Fundisa for Change continuing teacher professional development programme in relation to environment and sustainability content knowledge? 2. How does the Fundisa for Change continuing teacher professional development programme influence teachers’ practice? 3. What practices of the Fundisa for Change teacher professional development programme are characteristic of effective continuing teacher professional development initiatives? 4. How are (if at all) the practices of teacher training, teacher learning, teaching and assessment of Biodiversity content in CAPS living practices? This work was conducted as a qualitative case study and it was carried out in the provinces of Gauteng, Eastern Cape and Mpumalanga in South Africa. It included four teachers from the Eastern Cape and five from Mpumalanga. Seven teacher trainers also participated, two of which were based in Gauteng and the rest in the Eastern Cape. Data were generated through interviews and document analysis, and included analysis of teacher portfolios showing evidence of classroom practice. The study explored teachers’ experiences of an environmental education training programme called ‘Fundisa for Change’, which has been set up as a national partnership initiative to strengthen teachers’ environmental knowledge and teaching skills in order to address the above-mentioned problem. It focused on training teachers in the Life Sciences, particularly on new content knowledge on Biodiversity, and on teaching and assessment skills. It also looked into how the training influenced teaching practice. The study worked with practice theory, in particular Kemmis and Grootenboer’s (2008) theory of practice architectures, to look at the sayings, doings and relatings pertaining to the teaching of Biodiversity, and the enabling and constraining of this practice. The features and the teachers’ experiences of the Fundisa for Change professional development programme have been presented and explained. The study also used the ecologies of practices theory to describe the living nature of practices. The following are the key findings: • The Fundisa for Change programme improved the participating teachers’ Biodiversity content knowledge, teaching and assessment skills. • Practices of the Fundisa for Change teacher professional development programme characteristic of effective continuing teacher professional development initiatives are: duration; active involvement of teachers; providing teachers with subject content knowledge; promoting establishment of professional learning communities; coherence; follow-up; and assessment of teachers. • The conditions that affect the participating teachers’ teaching practice are: the use of language (both scientific and instructional); infrastructure (availability of computer laboratories, science laboratories, extra classrooms and libraries); teaching and learning support materials including laboratory apparatus; class size; and policies. • The Fundisa for Change programme encourages teachers to improvise and use the local environment in their teaching to try to tackle the problem of lack of funds and equipment. • Teaching Biodiversity practice is ‘living’ as it is characterised by the principles of living ecologies. Recommendations based on the findings are: • There is a need for more teacher training by Fundisa for Change and other organisations whose training activities are SACE approved to cater for more teachers. • A more structured plan of action from the Department of Basic Education (DBE) is needed to assist and involve more organisations and stakeholders. • Provision of infrastructure and teaching and learning resource materials to schools by the DBE needs to be accelerated as it is legally binding. • Follow-up should be formally incorporated into Fundisa for Change programme activities. • Formation of professional learning communities is very important to help new teachers as there is no formal induction programme in South Africa. • An induction policy by the DBE needs to be formulated to help establish an induction programme for newly qualified teachers. Recommendations for further research are: • Use of lesson observation for data collection to improve results. • A larger sample could be used to expand the insights gained in this study. • Fundisa for Change practices can be studied at the level of teacher professional development practices. • Other modes of teacher professional development initiatives such as Lesson Study can be tested out to overcome the challenge of teachers not wanting to be observed. • More research can be carried out on the practices of teacher training, teacher learning, student learning and assessment, as practices associated with teaching Biodiversity. The study was important in that it gave an understanding of what makes continuing teacher professional development initiatives effective. The study also looked at teaching Biodiversity through the use of contemporary forms of a practice theory which are the theory of practice architectures and the theory of the ecologies of practices. This provided understandings into how professional development programmes are experienced in practice, and showed that though the teachers were trained and positive benefits accrued, there are factors which enable or constrain their actual teaching Biodiversity practice. The study also showed that practices are interrelated in ecologies of practices. These factors need to be considered in professional development programming. , Thesis (PhD) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Nkhahle, Lebona Jerome
- Date: 2021-10-29
- Subjects: Environmental education South Africa , Pedagogical content knowledge , Teachers In-service training South Africa , Curriculum-based assessment South Africa , Fundisa for Change , Practice Architectures
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/192724 , vital:45254 , 10.21504/10962/192724
- Description: The importance of teachers being engaged in professional development initiatives is widely acknowledged in the literature and in most cases these initiatives are largely focused on addressing teachers’ lack of subject content knowledge. The problem of teachers having inadequate environmental knowledge is common in South Africa due to the fact that much of the environmental content knowledge in the curriculum is new, and environmental education itself is a new field. This is an area of interest in South Africa as a third iteration of the post-apartheid curriculum, the Curriculum and Assessment Policy Statement (CAPS) has recently been introduced into schools and many subjects have environmental learning content. Inadequate subject content knowledge influences teachers’ abilities to choose appropriate teaching and assessment methods and this might negatively affect the process of teaching and learning. Knowledgeable teachers are needed to help learners understand the current issues affecting citizens, and in particular, environmental issues, which form the focus of this study. The main research questions addressed are: 1. What are the teachers’ experiences of the Fundisa for Change continuing teacher professional development programme in relation to environment and sustainability content knowledge? 2. How does the Fundisa for Change continuing teacher professional development programme influence teachers’ practice? 3. What practices of the Fundisa for Change teacher professional development programme are characteristic of effective continuing teacher professional development initiatives? 4. How are (if at all) the practices of teacher training, teacher learning, teaching and assessment of Biodiversity content in CAPS living practices? This work was conducted as a qualitative case study and it was carried out in the provinces of Gauteng, Eastern Cape and Mpumalanga in South Africa. It included four teachers from the Eastern Cape and five from Mpumalanga. Seven teacher trainers also participated, two of which were based in Gauteng and the rest in the Eastern Cape. Data were generated through interviews and document analysis, and included analysis of teacher portfolios showing evidence of classroom practice. The study explored teachers’ experiences of an environmental education training programme called ‘Fundisa for Change’, which has been set up as a national partnership initiative to strengthen teachers’ environmental knowledge and teaching skills in order to address the above-mentioned problem. It focused on training teachers in the Life Sciences, particularly on new content knowledge on Biodiversity, and on teaching and assessment skills. It also looked into how the training influenced teaching practice. The study worked with practice theory, in particular Kemmis and Grootenboer’s (2008) theory of practice architectures, to look at the sayings, doings and relatings pertaining to the teaching of Biodiversity, and the enabling and constraining of this practice. The features and the teachers’ experiences of the Fundisa for Change professional development programme have been presented and explained. The study also used the ecologies of practices theory to describe the living nature of practices. The following are the key findings: • The Fundisa for Change programme improved the participating teachers’ Biodiversity content knowledge, teaching and assessment skills. • Practices of the Fundisa for Change teacher professional development programme characteristic of effective continuing teacher professional development initiatives are: duration; active involvement of teachers; providing teachers with subject content knowledge; promoting establishment of professional learning communities; coherence; follow-up; and assessment of teachers. • The conditions that affect the participating teachers’ teaching practice are: the use of language (both scientific and instructional); infrastructure (availability of computer laboratories, science laboratories, extra classrooms and libraries); teaching and learning support materials including laboratory apparatus; class size; and policies. • The Fundisa for Change programme encourages teachers to improvise and use the local environment in their teaching to try to tackle the problem of lack of funds and equipment. • Teaching Biodiversity practice is ‘living’ as it is characterised by the principles of living ecologies. Recommendations based on the findings are: • There is a need for more teacher training by Fundisa for Change and other organisations whose training activities are SACE approved to cater for more teachers. • A more structured plan of action from the Department of Basic Education (DBE) is needed to assist and involve more organisations and stakeholders. • Provision of infrastructure and teaching and learning resource materials to schools by the DBE needs to be accelerated as it is legally binding. • Follow-up should be formally incorporated into Fundisa for Change programme activities. • Formation of professional learning communities is very important to help new teachers as there is no formal induction programme in South Africa. • An induction policy by the DBE needs to be formulated to help establish an induction programme for newly qualified teachers. Recommendations for further research are: • Use of lesson observation for data collection to improve results. • A larger sample could be used to expand the insights gained in this study. • Fundisa for Change practices can be studied at the level of teacher professional development practices. • Other modes of teacher professional development initiatives such as Lesson Study can be tested out to overcome the challenge of teachers not wanting to be observed. • More research can be carried out on the practices of teacher training, teacher learning, student learning and assessment, as practices associated with teaching Biodiversity. The study was important in that it gave an understanding of what makes continuing teacher professional development initiatives effective. The study also looked at teaching Biodiversity through the use of contemporary forms of a practice theory which are the theory of practice architectures and the theory of the ecologies of practices. This provided understandings into how professional development programmes are experienced in practice, and showed that though the teachers were trained and positive benefits accrued, there are factors which enable or constrain their actual teaching Biodiversity practice. The study also showed that practices are interrelated in ecologies of practices. These factors need to be considered in professional development programming. , Thesis (PhD) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
Culture, gender and forests: social differentiation in coping and adapting to climate change and other stressors in the south west and east regions of Cameroon
- Authors: Enokwena Baa, Ojongetakah
- Date: 2021-10-29
- Subjects: Climatic changes Cameroon , Differentiation (Sociology) Cameroon , Climatic changes Social aspects Cameroon , Cultural awareness Cameroon , Environmental justice Cameroon , Social justice Cameroon , Environmental risk assessment Cameroon , Political ecology Cameroon , Ecofeminism Cameroon , Social capital (Sociology) Cameroon , Community forests Cameroon , Deforestation Cameroon
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/295040 , vital:57284 , DOI 10.21504/10962/295040
- Description: Climate change adaptation scholars and practitioners are beginning to acknowledge that the impact of climate change and other related shocks and stressors will be felt, and reacted to, differently across genders and other types of intersecting social categories, such as age, wealth, and culture, in rural communities. However, to date, most research unpacking these differential impacts and responses has been limited to 'men' versus 'women'. Few studies go beyond this male-female dichotomy to include the different gender structures of households and the intersection with other social factors that contribute to marginalisation, such as ethnicity. This research aimed to explore how different gendered household types in two ethnically diverse communities, the Ejagham and the Baka communities in the SSouth West and East regions of Cameroon, experienced and responded to climate change and other stressors. The central argument of the study is that social differentiation present dynamics and complexities across intersecting identities which determines varied levels of vulnerabilities, adaptive capacity, and livelihood outcomes. The study thus sets out to examine cultural and gendered differentiation in household assets and livelihood activities, how multiple shocks and stressors are experienced, and the differentiated responses to these, focussing specifically on forest and social safety nets. The findings were used to develop an integrated understanding of the complex socially differentiated dimensions of vulnerability and adaptation within the two communities and the implications for more climate secure and equitable livelihoods. The study drew on social-ecological systems, social justice, and feminist political ecology as guiding theoretical lenses. The study further integrated the Moser gender planning and Harvard analytical frameworks as tools for unpacking gender inequality. It followed a mixed methods research design that included household surveys, key informant interviews, and focus group discussions that applied participatory exercises. Financial, human, and physical capital were arguably limited within all household types in both the Ejagham and the Baka communities. Social and natural capital were the most common form of assets that households relied on, with ‘savings groups’ in the Ejagham communities being particularly prevalent. Most households were involved in crop cultivation and forest product collection although there were gendered and cultural differences. Collection of wild fruits, medicinal plants, and condiments, for example, was a more common livelihood activity within the Baka communities and amongst female-headed households. Cultivation of pumpkins and vegetables was dominant amongst households in Ejagham, with these being grown mainly by women, while the cultivation of yams was done by men. Across both communities, female-headed households had less ownership of land compared to male-headed households. The current pressure on agricultural land in the Ejagham communities has decreased crop productivity, with female-headed households disproportionately affected by less ownership of land and thus, options to diversify agricultural activities. Similarly, the rise in individual and private land ownership, in response to resource scarcity and large-scale deforestation in East Cameroon, has further dispossessed female-headed households in the Baka communities, already marginalised by their ethnicity, of land. Inequitable access to assets and the disparity in ownership of these assets across the study communities was both a cause and effect of households' differential livelihood activities and responses to shocks and stressors. Several of the shocks and stressors households were exposed to differed across the two sites. The Ejagham communities, being predominantly agricultural, frequently identified warming temperatures as a climatic stressor and increased sensitivity to the impacts of these. The Baka faced similar climate stressors, although more frequent storms were mentioned as a shock by a significant number of households. The impacts of these storms include damage and destruction of houses due to the traditional construction methods used. Since women are often tasked with the building of houses this adds another layer of stress for them. In terms of idiosyncratic shocks, the death of the main breadwinner was most frequently reported in both communities as a non-climatic shock, although this was higher within the Ejagham communities than in the Baka communities, and particularly so for female-headed households. The varied experiences from multiple shocks and stressors resulted in households' differential coping and adaptation responses. Among the different response options, social and forest safety nets, especially the use and sale of forest products (NTFPs) remained the main response options used by households in both communities. Forest products further supported households during periods of food shortage, especially female-headed households in the Ejagham communities. Households further supported one another through social groups such as savings, farming, hunting (particularly for men) and NTFP collection (for women) groups. By exploring social-ecological interactions, the study highlights the complexities around gender inequalities, vulnerabilities, and responses across socially differentiated groups of people which should be considered in policy, practice, and research. Several of my findings challenge mainstream discourses that generally group women, for instance, as a homogenous category when looking at vulnerability. For example, findings revealed that it is possible for different types of households, both women and men, to be both advantaged and vulnerable at the same time, depending on the shock or stressor faced and the livelihood activities they engage in. The same also applies to ethnicity. , Thesis (PhD) -- Faculty of Science, Environmental Science, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Enokwena Baa, Ojongetakah
- Date: 2021-10-29
- Subjects: Climatic changes Cameroon , Differentiation (Sociology) Cameroon , Climatic changes Social aspects Cameroon , Cultural awareness Cameroon , Environmental justice Cameroon , Social justice Cameroon , Environmental risk assessment Cameroon , Political ecology Cameroon , Ecofeminism Cameroon , Social capital (Sociology) Cameroon , Community forests Cameroon , Deforestation Cameroon
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/295040 , vital:57284 , DOI 10.21504/10962/295040
- Description: Climate change adaptation scholars and practitioners are beginning to acknowledge that the impact of climate change and other related shocks and stressors will be felt, and reacted to, differently across genders and other types of intersecting social categories, such as age, wealth, and culture, in rural communities. However, to date, most research unpacking these differential impacts and responses has been limited to 'men' versus 'women'. Few studies go beyond this male-female dichotomy to include the different gender structures of households and the intersection with other social factors that contribute to marginalisation, such as ethnicity. This research aimed to explore how different gendered household types in two ethnically diverse communities, the Ejagham and the Baka communities in the SSouth West and East regions of Cameroon, experienced and responded to climate change and other stressors. The central argument of the study is that social differentiation present dynamics and complexities across intersecting identities which determines varied levels of vulnerabilities, adaptive capacity, and livelihood outcomes. The study thus sets out to examine cultural and gendered differentiation in household assets and livelihood activities, how multiple shocks and stressors are experienced, and the differentiated responses to these, focussing specifically on forest and social safety nets. The findings were used to develop an integrated understanding of the complex socially differentiated dimensions of vulnerability and adaptation within the two communities and the implications for more climate secure and equitable livelihoods. The study drew on social-ecological systems, social justice, and feminist political ecology as guiding theoretical lenses. The study further integrated the Moser gender planning and Harvard analytical frameworks as tools for unpacking gender inequality. It followed a mixed methods research design that included household surveys, key informant interviews, and focus group discussions that applied participatory exercises. Financial, human, and physical capital were arguably limited within all household types in both the Ejagham and the Baka communities. Social and natural capital were the most common form of assets that households relied on, with ‘savings groups’ in the Ejagham communities being particularly prevalent. Most households were involved in crop cultivation and forest product collection although there were gendered and cultural differences. Collection of wild fruits, medicinal plants, and condiments, for example, was a more common livelihood activity within the Baka communities and amongst female-headed households. Cultivation of pumpkins and vegetables was dominant amongst households in Ejagham, with these being grown mainly by women, while the cultivation of yams was done by men. Across both communities, female-headed households had less ownership of land compared to male-headed households. The current pressure on agricultural land in the Ejagham communities has decreased crop productivity, with female-headed households disproportionately affected by less ownership of land and thus, options to diversify agricultural activities. Similarly, the rise in individual and private land ownership, in response to resource scarcity and large-scale deforestation in East Cameroon, has further dispossessed female-headed households in the Baka communities, already marginalised by their ethnicity, of land. Inequitable access to assets and the disparity in ownership of these assets across the study communities was both a cause and effect of households' differential livelihood activities and responses to shocks and stressors. Several of the shocks and stressors households were exposed to differed across the two sites. The Ejagham communities, being predominantly agricultural, frequently identified warming temperatures as a climatic stressor and increased sensitivity to the impacts of these. The Baka faced similar climate stressors, although more frequent storms were mentioned as a shock by a significant number of households. The impacts of these storms include damage and destruction of houses due to the traditional construction methods used. Since women are often tasked with the building of houses this adds another layer of stress for them. In terms of idiosyncratic shocks, the death of the main breadwinner was most frequently reported in both communities as a non-climatic shock, although this was higher within the Ejagham communities than in the Baka communities, and particularly so for female-headed households. The varied experiences from multiple shocks and stressors resulted in households' differential coping and adaptation responses. Among the different response options, social and forest safety nets, especially the use and sale of forest products (NTFPs) remained the main response options used by households in both communities. Forest products further supported households during periods of food shortage, especially female-headed households in the Ejagham communities. Households further supported one another through social groups such as savings, farming, hunting (particularly for men) and NTFP collection (for women) groups. By exploring social-ecological interactions, the study highlights the complexities around gender inequalities, vulnerabilities, and responses across socially differentiated groups of people which should be considered in policy, practice, and research. Several of my findings challenge mainstream discourses that generally group women, for instance, as a homogenous category when looking at vulnerability. For example, findings revealed that it is possible for different types of households, both women and men, to be both advantaged and vulnerable at the same time, depending on the shock or stressor faced and the livelihood activities they engage in. The same also applies to ethnicity. , Thesis (PhD) -- Faculty of Science, Environmental Science, 2021
- Full Text:
- Date Issued: 2021-10-29
Development and optimisation of a mucoadhesive chitosan-based intranasal microemulsion and nanomicelle solution for lamotrigine using artificial neural networks
- Authors: Melamane, Siyabonga
- Date: 2021-10-29
- Subjects: Uncatalogued
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/${Handle} , vital:45247
- Description: Thesis (PhD) -- Faculty of Science, Pharmacy, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Melamane, Siyabonga
- Date: 2021-10-29
- Subjects: Uncatalogued
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/${Handle} , vital:45247
- Description: Thesis (PhD) -- Faculty of Science, Pharmacy, 2021
- Full Text:
- Date Issued: 2021-10-29
Distribution, ecological and economic impacts and competition of the invasive alien aquatic weeds (Pontederia crassipes Mart., Pistia stratiotes L., Salvinia molesta D.S. Mitch. and Azolla filiculoides Lam.) in Madagascar
- Authors: Lehavana, Adolphe
- Date: 2021-10-29
- Subjects: Pontederiaceae Madagascar , Water lettuce Madagascar , Salvinia molesta Madagascar , Azolla filiculoides Madagascar , Introduced aquatic organisms , Aquatic weeds Economic aspects , Aquatic weeds Social aspects , Aquatic weeds Geographical distribution
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/191225 , vital:45072
- Description: In Madagascar, as in several countries in the world, the invasion by four aquatic weeds (Pontederia crassipes Mart. (Pontederiaceae), Pistia stratiotes L. (Araceae), Salvinia molesta D.S. Mitch Salviniaceae) and Azolla filiculoides Lam. (Azollaceae) are among the drivers of environmental and socio-economic deterioration in aquatic ecosystems. Pistia stratiotes was first recorded on the island in the 19th century, and P. crassipes from the beginning of the 20th century, while S. molesta and A. filiculoides were only documented during in the 21st century. From the 1920s, botanists such as Henri Perrier de la Bathie and Raymond Decary were already aware of the dangers caused, in particular by P. crassipes in other countries, and raised the alarm, but little attention has been paid to these species. The aim of the research conducted for this thesis was to determine the distribution, socio-economic and ecological impacts of these four invasive alien aquatic weeds in Madagascar and to make recommendations for their control. First, the distributions of these four aquatic weeds were mapped. This mapping exercise compiled data from different sources including herbarium records, online data and field visits across Madagascar. The mapping study was undertaken from August 2015 to June 2020. Except for mountainous areas above 1800 m (Tsaratanana Massif, Ankaratra Massif and Andringitra Massif) where no data were available, all of Madagascar's bioclimates were invaded by at least one of the four aquatic weeds. In total, at least one species was recorded in 18 of the 22 Regions. Pontederia crassipes was recorded in 13 Regions, S. molesta in 14 Regions, P. stratiotes in 12 Regions, and A. filiculoides in 13 Regions. Herbarium records revealed the oldest record for P. stratiotes to be 1847, 1931 for P. crassipes, 1995 for S. molesta and there were no herbarium specimens for A. filiculoides prior to the start of the current study in 2015. We now know where these four weeds occur and how abundant they are. An objective of this research was to assess the impacts of the four invasive aquatic plants on the socio-economy of the island, mainly on rice production and fishing. Between 2016 and 2019, 102 households in three regions, Soanierana Ivongo, Foulpointe and Antananarivo, were randomly selected and questioned on the impact of these weeds in their aquatic ecosystems and their livelihoods such as fishing and rice growing. Surveys revealed that the four aquatic weeds significantly threatened household activities. On the east coast of Madagascar, the invasions of these four invasive species decreased fish and freshwater shrimp production by 82%. On the high plateau of Madagascar, they reduced rice yield by 30% despite requiring an additional expense of US$ 1,107/ha for control. Although farmers surveyed only used manual control to manage these weeds, they were receptive to other control methods, including integrated control using herbicides and biological control. Another objective of this research was to determine the ecological impacts of the four weeds and specifically if freshwater ecosystem functioning would return after control. To assess the ecological impact, between February 2017 to August 2019, on Lake Antsokafina, the following abiotic and biotic factors were considered: physico-chemistry of water, succession of macrophyte community and animal diversity. With the exception of turbidity, the values of the physico-chemical parameters of the water (pH, electrical conductivity, water temperature and turbidity), were similar between the infested zone and cleared zone. A study on the invasion process of aquatic weeds showed that the plant community succession of the lake changed over time in the areas that had been cleared. The submerged species Ceratophyllum demersum was the pioneer, followed by creeping species such as Echinochloa colona and Ipomoea aquatica, before the area was recolonized by aquatic weeds. Among the aquatic weeds, S. molesta was the most aggressive, covering 92% of the area one year after the start of the experiment. For animal diversity, bird, shrimp and fish community were assessed. The cleaning of the plots in the lake allowed the resumption of fishing activity providing 50 to 200g/catch for shrimp and from 0.25 to 0.5kg/catch for fish per person per day, while no catch was obtained in the areas infested by aquatic weeds were fishermen still attempting to harvest fish/shrimp from the aquatic weed infested areas. Three species of birds, Humblot’s Heron (Ardea humbloti), the white-faced whistling duck (Dendrocygna viduata) and red-billed teal (Anas erythrorhyncha) returned once the areas had been cleared. A manipulated outdoor as descriptor for laboratory experiment was conducted to determine the level and nature of competition of four aquatic weeds species against the indigenous floating fern, Salvinia hastata Desv. (Salviniaceae), using an additive series density model. It was shown that all four invasive species outcompeted S. hastata, with P. crassipes being 24 times more dominant, followed by P. stratiotes at 12 times, S. molesta at 8 times, and finally A. filiculoides at 1.2 times more dominant. This study provided direct evidence of the biodiversity impact of these four species and thus also provided an environmental argument for their control. Based on the findings of this study, a series of recommendations was formulated to manage the invasions of alien species in Madagascar with particular attention to invasive aquatic weeds. These recommendations mainly concern the establishment of management structures and legal instruments such as the creation of a lead government agency at national level and a cross-sectorial invasive species advisory committee, which should review legislation and regulations related to invasive species. , Thesis (PhD) -- Faculty of Science, Zoology and Entomology, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Lehavana, Adolphe
- Date: 2021-10-29
- Subjects: Pontederiaceae Madagascar , Water lettuce Madagascar , Salvinia molesta Madagascar , Azolla filiculoides Madagascar , Introduced aquatic organisms , Aquatic weeds Economic aspects , Aquatic weeds Social aspects , Aquatic weeds Geographical distribution
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/191225 , vital:45072
- Description: In Madagascar, as in several countries in the world, the invasion by four aquatic weeds (Pontederia crassipes Mart. (Pontederiaceae), Pistia stratiotes L. (Araceae), Salvinia molesta D.S. Mitch Salviniaceae) and Azolla filiculoides Lam. (Azollaceae) are among the drivers of environmental and socio-economic deterioration in aquatic ecosystems. Pistia stratiotes was first recorded on the island in the 19th century, and P. crassipes from the beginning of the 20th century, while S. molesta and A. filiculoides were only documented during in the 21st century. From the 1920s, botanists such as Henri Perrier de la Bathie and Raymond Decary were already aware of the dangers caused, in particular by P. crassipes in other countries, and raised the alarm, but little attention has been paid to these species. The aim of the research conducted for this thesis was to determine the distribution, socio-economic and ecological impacts of these four invasive alien aquatic weeds in Madagascar and to make recommendations for their control. First, the distributions of these four aquatic weeds were mapped. This mapping exercise compiled data from different sources including herbarium records, online data and field visits across Madagascar. The mapping study was undertaken from August 2015 to June 2020. Except for mountainous areas above 1800 m (Tsaratanana Massif, Ankaratra Massif and Andringitra Massif) where no data were available, all of Madagascar's bioclimates were invaded by at least one of the four aquatic weeds. In total, at least one species was recorded in 18 of the 22 Regions. Pontederia crassipes was recorded in 13 Regions, S. molesta in 14 Regions, P. stratiotes in 12 Regions, and A. filiculoides in 13 Regions. Herbarium records revealed the oldest record for P. stratiotes to be 1847, 1931 for P. crassipes, 1995 for S. molesta and there were no herbarium specimens for A. filiculoides prior to the start of the current study in 2015. We now know where these four weeds occur and how abundant they are. An objective of this research was to assess the impacts of the four invasive aquatic plants on the socio-economy of the island, mainly on rice production and fishing. Between 2016 and 2019, 102 households in three regions, Soanierana Ivongo, Foulpointe and Antananarivo, were randomly selected and questioned on the impact of these weeds in their aquatic ecosystems and their livelihoods such as fishing and rice growing. Surveys revealed that the four aquatic weeds significantly threatened household activities. On the east coast of Madagascar, the invasions of these four invasive species decreased fish and freshwater shrimp production by 82%. On the high plateau of Madagascar, they reduced rice yield by 30% despite requiring an additional expense of US$ 1,107/ha for control. Although farmers surveyed only used manual control to manage these weeds, they were receptive to other control methods, including integrated control using herbicides and biological control. Another objective of this research was to determine the ecological impacts of the four weeds and specifically if freshwater ecosystem functioning would return after control. To assess the ecological impact, between February 2017 to August 2019, on Lake Antsokafina, the following abiotic and biotic factors were considered: physico-chemistry of water, succession of macrophyte community and animal diversity. With the exception of turbidity, the values of the physico-chemical parameters of the water (pH, electrical conductivity, water temperature and turbidity), were similar between the infested zone and cleared zone. A study on the invasion process of aquatic weeds showed that the plant community succession of the lake changed over time in the areas that had been cleared. The submerged species Ceratophyllum demersum was the pioneer, followed by creeping species such as Echinochloa colona and Ipomoea aquatica, before the area was recolonized by aquatic weeds. Among the aquatic weeds, S. molesta was the most aggressive, covering 92% of the area one year after the start of the experiment. For animal diversity, bird, shrimp and fish community were assessed. The cleaning of the plots in the lake allowed the resumption of fishing activity providing 50 to 200g/catch for shrimp and from 0.25 to 0.5kg/catch for fish per person per day, while no catch was obtained in the areas infested by aquatic weeds were fishermen still attempting to harvest fish/shrimp from the aquatic weed infested areas. Three species of birds, Humblot’s Heron (Ardea humbloti), the white-faced whistling duck (Dendrocygna viduata) and red-billed teal (Anas erythrorhyncha) returned once the areas had been cleared. A manipulated outdoor as descriptor for laboratory experiment was conducted to determine the level and nature of competition of four aquatic weeds species against the indigenous floating fern, Salvinia hastata Desv. (Salviniaceae), using an additive series density model. It was shown that all four invasive species outcompeted S. hastata, with P. crassipes being 24 times more dominant, followed by P. stratiotes at 12 times, S. molesta at 8 times, and finally A. filiculoides at 1.2 times more dominant. This study provided direct evidence of the biodiversity impact of these four species and thus also provided an environmental argument for their control. Based on the findings of this study, a series of recommendations was formulated to manage the invasions of alien species in Madagascar with particular attention to invasive aquatic weeds. These recommendations mainly concern the establishment of management structures and legal instruments such as the creation of a lead government agency at national level and a cross-sectorial invasive species advisory committee, which should review legislation and regulations related to invasive species. , Thesis (PhD) -- Faculty of Science, Zoology and Entomology, 2021
- Full Text:
- Date Issued: 2021-10-29
Embodied difference in manhood: A sociological analysis of the intersection of visible physical impairments and manhood among Xhosa men in the Eastern Cape
- Authors: Sipungu, Thoko Andy
- Date: 2021-10-29
- Subjects: Masculinity South Africa Eastern Cape , Sex role South Africa Eastern Cape , Sex role Psychological aspects , Men with disabilities South Africa Eastern Cape , People with disabilities Social conditions , Xhosa (African people) South Africa Eastern Cape Social life and customs , Male domination (Social structure) South Africa Eastern Cape , Circumcision Social aspects South Africa Eastern Cape
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/191658 , vital:45145 , 10.21504/10962/191658
- Description: In this thesis, I outline possible answers to the question of what it means to be a Xhosa man living with a visible physical impairment. Drawing on 17 one-on-one in-depth interviews and through an interpretive phenomenological thematic analysis, this thesis explores the intersection of physical disabilities and manhood masculinity in Xhosa men in selected rural areas in the Eastern Cape, South Africa. The intention for this study is to better our understanding concerning the creation, negotiation, maintenance, and recreation of manhood identities by traditionally circumcised Xhosa men in the Eastern Cape who by birth, accident, or illness find themselves at the intersections of masculinity and physical disability. Research notes that the bodies of men with disabilities serve as a continual reminder that they are at odds with the expectations of the dominant manhood cultures. The main argument from this area of research is that men with disabilities are outside the hegemony because they undermine the normative role and shape of the body in Western cultures. However, this line of argumentation stands in sharp contrast to arguments that the hegemony in Xhosa manhood masculinity is primarily and conclusively achieved by having a traditionally circumcised penis without any consideration of the full embodiments of men. Therefore, this study, in the first instance, seeks to bring embodiment into the analyses of manhood by focusing on physical disability amongst traditionally circumcised Xhosa men. Through an embodied theoretical approach to their disabilities that accounts for the corporeal experience of impairment, and theories of masculinity that centre the context, this thesis establishes, in the first instance, the significance of embodiment in doing Xhosa manhood. Concerning the research aims and objectives, this study sheds light on what it means to be a Xhosa man living with visible physical impairment. In this regard, the original findings are classified according to each research aims and objective, as outlined below. Concerning the first research aim, I found that the participants struggle to speak about their bodies outside of physical labour/work despite their impairments. I explain their inability to talk about their disabled bodies by looking at traditional Xhosa initiation as a grantor of equality and sameness. Secondly, I argue that there is a higher premium on social bodies rather than physical bodies in this context, thus their inability to speak about their conditions. Lastly, I make connections between the participants’ inabilities to talk about their bodies and the lasting impact of colonial and apartheid histories. Concerning the second research aim, I explore ways and strategies they employ to respond to and negotiate Xhosa manhood masculinity's dominant cultural demands. In this regard, I note that the participants who acquired their impairments after initiation consider their disability as a second initiation because they see it as having set them back to square one regarding their manhood responsibilities. In contrast, the participants who acquired their disabilities post-initiation saw initiation as a gateway to a more respectable personhood status. I also note that there is an emergence of alternative Xhosa manhood masculinities. Lastly, I also found that contrary to western scholarship on disability and manhood, the participants distinguish between threatened manhood identity versus threatened status as a man. I outline how they arrive at this distinction. In terms of researching the last research aim, this thesis explores how the participants negotiate their ‘embodied difference’ in mundane everyday living. I explore their taken-for-granted routines in doing and being disabled Xhosa men every day. In this regard, this study presents original and interesting findings regarding sex and intimacy, social interactions and sociability, and everyday home living. , Thesis (PhD) -- Faculty of Humanities, Sociology, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Sipungu, Thoko Andy
- Date: 2021-10-29
- Subjects: Masculinity South Africa Eastern Cape , Sex role South Africa Eastern Cape , Sex role Psychological aspects , Men with disabilities South Africa Eastern Cape , People with disabilities Social conditions , Xhosa (African people) South Africa Eastern Cape Social life and customs , Male domination (Social structure) South Africa Eastern Cape , Circumcision Social aspects South Africa Eastern Cape
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/191658 , vital:45145 , 10.21504/10962/191658
- Description: In this thesis, I outline possible answers to the question of what it means to be a Xhosa man living with a visible physical impairment. Drawing on 17 one-on-one in-depth interviews and through an interpretive phenomenological thematic analysis, this thesis explores the intersection of physical disabilities and manhood masculinity in Xhosa men in selected rural areas in the Eastern Cape, South Africa. The intention for this study is to better our understanding concerning the creation, negotiation, maintenance, and recreation of manhood identities by traditionally circumcised Xhosa men in the Eastern Cape who by birth, accident, or illness find themselves at the intersections of masculinity and physical disability. Research notes that the bodies of men with disabilities serve as a continual reminder that they are at odds with the expectations of the dominant manhood cultures. The main argument from this area of research is that men with disabilities are outside the hegemony because they undermine the normative role and shape of the body in Western cultures. However, this line of argumentation stands in sharp contrast to arguments that the hegemony in Xhosa manhood masculinity is primarily and conclusively achieved by having a traditionally circumcised penis without any consideration of the full embodiments of men. Therefore, this study, in the first instance, seeks to bring embodiment into the analyses of manhood by focusing on physical disability amongst traditionally circumcised Xhosa men. Through an embodied theoretical approach to their disabilities that accounts for the corporeal experience of impairment, and theories of masculinity that centre the context, this thesis establishes, in the first instance, the significance of embodiment in doing Xhosa manhood. Concerning the research aims and objectives, this study sheds light on what it means to be a Xhosa man living with visible physical impairment. In this regard, the original findings are classified according to each research aims and objective, as outlined below. Concerning the first research aim, I found that the participants struggle to speak about their bodies outside of physical labour/work despite their impairments. I explain their inability to talk about their disabled bodies by looking at traditional Xhosa initiation as a grantor of equality and sameness. Secondly, I argue that there is a higher premium on social bodies rather than physical bodies in this context, thus their inability to speak about their conditions. Lastly, I make connections between the participants’ inabilities to talk about their bodies and the lasting impact of colonial and apartheid histories. Concerning the second research aim, I explore ways and strategies they employ to respond to and negotiate Xhosa manhood masculinity's dominant cultural demands. In this regard, I note that the participants who acquired their impairments after initiation consider their disability as a second initiation because they see it as having set them back to square one regarding their manhood responsibilities. In contrast, the participants who acquired their disabilities post-initiation saw initiation as a gateway to a more respectable personhood status. I also note that there is an emergence of alternative Xhosa manhood masculinities. Lastly, I also found that contrary to western scholarship on disability and manhood, the participants distinguish between threatened manhood identity versus threatened status as a man. I outline how they arrive at this distinction. In terms of researching the last research aim, this thesis explores how the participants negotiate their ‘embodied difference’ in mundane everyday living. I explore their taken-for-granted routines in doing and being disabled Xhosa men every day. In this regard, this study presents original and interesting findings regarding sex and intimacy, social interactions and sociability, and everyday home living. , Thesis (PhD) -- Faculty of Humanities, Sociology, 2021
- Full Text:
- Date Issued: 2021-10-29
Establishing a water resources assessment system for Eswatini (Swaziland) incorporating data and modelling uncertainty
- Authors: Ndzabandzaba, Coli
- Date: 2021-10-29
- Subjects: Water resources development Eswatini , Water-supply Eswatini Management , Hydrologic models Eswatini , Runoff Mathematical models , Rain and rainfall Mathematical models , Pitman model
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/189009 , vital:44806 , 10.21504/10962/189009
- Description: The uneven distribution of water resources availability globally puts pressure on environmental and human or socio-economic systems and has complex implications for the interactions within these systems. The natural environment and water resources are increasingly threatened by development, and water management crises are still occurring. This is exacerbated by the lack of accurate and adequate information on these systems. In Eswatini, for example, the pressure on the available water resources is mounting due to increasing water demand for irrigation while information about natural hydrological conditions and levels of water resources developments are uncertain. In addition, the practical application of hydrological models for water resources assessments that incorporate uncertainty in Eswatini has yet to be realised. The aim of the study, therefore, was to develop a water resource assessment system that is based on both observed and simulated information and that includes uncertainty. This study focusses on a regional water resource assessment using an uncertainty version of the Pitman monthly rainfall-runoff model whose outputs are constrained by six indices of natural hydrological response (i.e., mean monthly runoff, mean monthly groundwater recharge, Q10, Q50 and Q90 percentage points of the flow duration curve and % time of zero flows) for each of the 122 sub-basins of the transboundary catchments of Eswatini. A 2-step uncertainty modelling approach was tested, validated and then applied to all the sub-basins of Eswatini. The first step of the model run establishes behavioural, but uncertain model parameter ranges for natural incremental sub-basin hydrological responses and the model is typically run 100 000 times for each sub-basin. The parameter space that defines the uncertainty in parameter estimation is sampled based on simple Monte Carlo approach. The second step links all the sub-basin outputs and allows for water use parameters to be incorporated, where necessary, in order to generate cumulative sub-basin outflows. The results from the constraint index analysis have proved to be useful in constraining the model outputs. Generally, the behavioural model outputs produced realistic uncertainty estimates as well as acceptable simulations based on the assessment of the flow duration curves. The modelling results indicated that there is some degree of uncertainty that cannot be easily accounted for due to some identified data issues. The results also showed that there is still a possibility to improve the simulations provided such issues are resolved. The issues about the simulation of stream flow that were detected are mainly related to availability of data to estimate water use parameters. Another challenge in setting up the model was associated with establishing constraints that match the parameters for natural hydrological conditions for specific sub-basins and maintaining consistency in the adjustment of the model output constraints for other sub-basins. In an attempt to overcome this problem, the study recommends additional hydrological response constraints to be used with the Pitman model. Another main recommendation relates to the strong cooperation of relevant catchment management authorities and stakeholders including scientists in order to make information more available to users. The new hydrological insight is derived from the analysis of hydrological indices which highlighted the regional variations in hydrological processes and sub-basin response across the transboundary basins of Eswatini. The adopted modelling approach provides further insight into all the uncertainties associated with quantifying the available water resources of the country. The study has provided further understanding of the spatial variability of the hydrological response and existing development impacts than was previously available. It is envisaged that these new insights will provide an improved basis for future water management in Eswatini. , Thesis (PhD) -- Faculty of Science, Institute for Water Research, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Ndzabandzaba, Coli
- Date: 2021-10-29
- Subjects: Water resources development Eswatini , Water-supply Eswatini Management , Hydrologic models Eswatini , Runoff Mathematical models , Rain and rainfall Mathematical models , Pitman model
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/189009 , vital:44806 , 10.21504/10962/189009
- Description: The uneven distribution of water resources availability globally puts pressure on environmental and human or socio-economic systems and has complex implications for the interactions within these systems. The natural environment and water resources are increasingly threatened by development, and water management crises are still occurring. This is exacerbated by the lack of accurate and adequate information on these systems. In Eswatini, for example, the pressure on the available water resources is mounting due to increasing water demand for irrigation while information about natural hydrological conditions and levels of water resources developments are uncertain. In addition, the practical application of hydrological models for water resources assessments that incorporate uncertainty in Eswatini has yet to be realised. The aim of the study, therefore, was to develop a water resource assessment system that is based on both observed and simulated information and that includes uncertainty. This study focusses on a regional water resource assessment using an uncertainty version of the Pitman monthly rainfall-runoff model whose outputs are constrained by six indices of natural hydrological response (i.e., mean monthly runoff, mean monthly groundwater recharge, Q10, Q50 and Q90 percentage points of the flow duration curve and % time of zero flows) for each of the 122 sub-basins of the transboundary catchments of Eswatini. A 2-step uncertainty modelling approach was tested, validated and then applied to all the sub-basins of Eswatini. The first step of the model run establishes behavioural, but uncertain model parameter ranges for natural incremental sub-basin hydrological responses and the model is typically run 100 000 times for each sub-basin. The parameter space that defines the uncertainty in parameter estimation is sampled based on simple Monte Carlo approach. The second step links all the sub-basin outputs and allows for water use parameters to be incorporated, where necessary, in order to generate cumulative sub-basin outflows. The results from the constraint index analysis have proved to be useful in constraining the model outputs. Generally, the behavioural model outputs produced realistic uncertainty estimates as well as acceptable simulations based on the assessment of the flow duration curves. The modelling results indicated that there is some degree of uncertainty that cannot be easily accounted for due to some identified data issues. The results also showed that there is still a possibility to improve the simulations provided such issues are resolved. The issues about the simulation of stream flow that were detected are mainly related to availability of data to estimate water use parameters. Another challenge in setting up the model was associated with establishing constraints that match the parameters for natural hydrological conditions for specific sub-basins and maintaining consistency in the adjustment of the model output constraints for other sub-basins. In an attempt to overcome this problem, the study recommends additional hydrological response constraints to be used with the Pitman model. Another main recommendation relates to the strong cooperation of relevant catchment management authorities and stakeholders including scientists in order to make information more available to users. The new hydrological insight is derived from the analysis of hydrological indices which highlighted the regional variations in hydrological processes and sub-basin response across the transboundary basins of Eswatini. The adopted modelling approach provides further insight into all the uncertainties associated with quantifying the available water resources of the country. The study has provided further understanding of the spatial variability of the hydrological response and existing development impacts than was previously available. It is envisaged that these new insights will provide an improved basis for future water management in Eswatini. , Thesis (PhD) -- Faculty of Science, Institute for Water Research, 2021
- Full Text:
- Date Issued: 2021-10-29
Ethics of climate change: a normative account
- Authors: Afolabi, Abiodun Paul
- Date: 2021-10-29
- Subjects: Climatic changes Senegal Saint-Louis , Climatic changes Moral and ethical aspects , Cultural property Senegal Saint-Louis , Ethics Senegal Saint-Louis , Applied ethics , Environmental justice Senegal Saint-Louis , Philosophy, African , Normativity (Ethics)
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/192864 , vital:45272 , 10.21504/10962/192864
- Description: Consider, for instance, you and your family have lived around a place where you enjoyed the flora and fauna of the land as well as the natural environment. Fishing and farming were pleasant activities for your family, and anyone in the community not only to survive but thrive. Your neighbours and the people in the community pride themselves so much in their farming abilities and fishing techniques. Suddenly things start taking a different turn because of rising sea level and changing weather pattern. First, your land began to give way because of sweeping erosion, and later the riverbank serving the community starts drying up. Your neighbour could not hold their own in this grim condition as they started relocating. You even witnessed some of your family and friends leaving the community and you later heard that they have become climate refugees. To put it all together, you were told that what you are experiencing is one of climate change effects. You were told that the loss of the place that you once cherished is not an act of God but the result of the reckless flaring of greenhouse gasses harmful to the environment by some powerful but polluting nations. What will you do? This might sound like a fairy tale. In reality, this is the story of the people of Saint Louis Atlantic Coasts in Senegal, captured by the Global Climate Change Alliance Plus Initiative.1 Their situation has been described as ‘living on the edge’ because for centuries, Saint Louis Atlantic Coasts, home to around 230,000 inhabitants, also known as the ‘Venice of Africa’ has been protected from the pounding Atlantic waves by the ‘Langue de Barbarie,’ a narrow, 30 km peninsula at the mouth of the Senegal river. However, the low-lying sandy spit of land along this World Heritage site is itself rapidly disappearing in the present. This is the consequence of a changing climate and other man-made problems such as illegal sand-mining and over-development. Today, the southern part of the Langue de Barbarie is an island, and the village of Doune Baba Dieye is under more than a metre of water. The villagers have become climate refugees, forced to live in temporary camps on the mainland. Not only have they lost their homes, but they have also lost significant cultural heritage like the farming and fishing culture tied to this place. The ethical considerations that emerge from climate change impacts on the world’s cultural heritage are varied. However, it seems not as self-evident in the way that research on climate change ethics has been framed around economic interest and direct threats to human life and other species. Even when they mention climate impacts on heritage sites around the world, those of Africans have been side-lined. For instance, the impact of climate change on small island nations like Tuvalu, Kiribati2 have gained much traction in climate change discourse, but we do not get to see stories of Africans whose cherished cultural heritage are affected by climate despoliation. How do we respond to this intractable challenge? This is a question of justice and, to be more precise, climate justice. Many principles and proposals for climate justice have been put forward, but the insufficient attention to the vulnerabilities or loss of cultural heritage values of Africans, which is a critical aspect of their social realities, make these theories less persuasive on a global level. This thesis, then, fills this gap in the literature by suggesting that the failure to take cognizance of the injustice in neglecting cultural heritage values when dealing with the burden of climate change is the effect of three problems. One, the value of culture is less understood in this environmental age. Hence, cultural values are excluded or made to be secondary in consideration of principles of climate justice. Second, the idea of Personhood has been neglected in climate ethics and climate justice discourse. Yet, this idea of Personhood can be an enabler of climate justice in that a realization of the significance of cultural heritage to the wellness of the human persons in Africa, makes it loss morally reprehensible. Third, those whose cultural heritage is significantly affected do not get represented in the debate about sharing the burden of climate change. This dissertation thereby builds upon the general findings of the past about anthropogenic climate change, its causes and consequences. Adopting a discursive normative framework, I also address the significance of cultural heritage in this contemporary environmental age and discuss the global justice implications of cultural heritage loss to climate change. This dissertation further provides a critique of mainstream climate justice theories, especially their marginalization of the cultural dimension of climate change. In this regard, the metaphor - ‘cultural storm’ was deployed to argue that climate justice discourses have neither factored the deep socio-cultural impact of climate change nor do they draw on the cultural understanding of justice in putting forward their theories. Given the nature of the indirect, cumulative, and interconnected invisible losses to cultural heritage from climate change, it seems unlikely that they can be addressed by simple tweaks of the climate justice status quo. This dissertation proposes that the idea of personhood in African philosophy, can be conceived to ensure climate justice live up to its expectations in a world of diverse persons dealing with a complex phenomenon like climate change. It argues that a cultural dimension of climate ethics has implications for how mitigation, adaptation and compensation plans should be furthered for global climate justice. At the foundation of my argument, I suggest that what is needed in climate justice discourse is a commitment to explore new and innovative alternatives that will produce an inclusive global climate treaty that is sensitive to the cultural heritage assets that is destroyed by climate change in Africa. This will require a multi-dimensional framework that allows fundamentally different kinds of values and benefits to be given equal visibility and standing in global climate negotiations. The dissertation proceeds in six chapters. In the first chapter, I discuss how climate change denies, damage and destroys cultural heritage values in Africa and argue that it is unjust to ignore this dimension of climate change impact, particularly on the African continent. In the second chapter, I critically discuss the normative value of cultural heritage in an environmentally sustainable and morally appropriate way for this global age. I argue that what is lost when climate change affects cultural heritage is a significant cultural asset that ought to be seriously considered in climate ethics. The third chapter addresses the global justice implications of the destruction of Africa's cultural heritage by climate change that must be paid attention to. In chapter four, I evaluate the plausibility of some of the mainstream climate justice proposals. I offered a different possible critique of current approaches to climate justice to show how they have furthered cultural injustice. The critique of current climate justice theories that I offer, stems from an uninspiring approach that belies logic permitting the sacrificing of that which is connected to others wellbeing as well as the implicit assumptions and the limitation of the idea of justice that undergird these climate justice theories. I offer, in chapter five, a plausible climate ethics theory that recognizes culturally embedded ideas of justice and empower all stakeholders to build by themselves, lives that are, in the light of these ideas, deemed to be adversely impacted by climate change. This theory advances a socio-cultural perspective to climate change which could provide a nuanced basis for understanding and addressing global climate duties that will be sensitive to the loss of cultural heritage. Specifically, I apply the African conception of personhood, to provide a normative basis for a different but intuitive understanding of the cultural dimension of climate ethics. In the final chapter, I discuss how this theory can be applied to rethink current global responses in the form of mitigation, adaptation and compensation in such a way that it takes seriously the impacts of climate change on Africa’s cultural heritage and values. , Thesis (PhD) -- Faculty of Humanities, Philosophy, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Afolabi, Abiodun Paul
- Date: 2021-10-29
- Subjects: Climatic changes Senegal Saint-Louis , Climatic changes Moral and ethical aspects , Cultural property Senegal Saint-Louis , Ethics Senegal Saint-Louis , Applied ethics , Environmental justice Senegal Saint-Louis , Philosophy, African , Normativity (Ethics)
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/192864 , vital:45272 , 10.21504/10962/192864
- Description: Consider, for instance, you and your family have lived around a place where you enjoyed the flora and fauna of the land as well as the natural environment. Fishing and farming were pleasant activities for your family, and anyone in the community not only to survive but thrive. Your neighbours and the people in the community pride themselves so much in their farming abilities and fishing techniques. Suddenly things start taking a different turn because of rising sea level and changing weather pattern. First, your land began to give way because of sweeping erosion, and later the riverbank serving the community starts drying up. Your neighbour could not hold their own in this grim condition as they started relocating. You even witnessed some of your family and friends leaving the community and you later heard that they have become climate refugees. To put it all together, you were told that what you are experiencing is one of climate change effects. You were told that the loss of the place that you once cherished is not an act of God but the result of the reckless flaring of greenhouse gasses harmful to the environment by some powerful but polluting nations. What will you do? This might sound like a fairy tale. In reality, this is the story of the people of Saint Louis Atlantic Coasts in Senegal, captured by the Global Climate Change Alliance Plus Initiative.1 Their situation has been described as ‘living on the edge’ because for centuries, Saint Louis Atlantic Coasts, home to around 230,000 inhabitants, also known as the ‘Venice of Africa’ has been protected from the pounding Atlantic waves by the ‘Langue de Barbarie,’ a narrow, 30 km peninsula at the mouth of the Senegal river. However, the low-lying sandy spit of land along this World Heritage site is itself rapidly disappearing in the present. This is the consequence of a changing climate and other man-made problems such as illegal sand-mining and over-development. Today, the southern part of the Langue de Barbarie is an island, and the village of Doune Baba Dieye is under more than a metre of water. The villagers have become climate refugees, forced to live in temporary camps on the mainland. Not only have they lost their homes, but they have also lost significant cultural heritage like the farming and fishing culture tied to this place. The ethical considerations that emerge from climate change impacts on the world’s cultural heritage are varied. However, it seems not as self-evident in the way that research on climate change ethics has been framed around economic interest and direct threats to human life and other species. Even when they mention climate impacts on heritage sites around the world, those of Africans have been side-lined. For instance, the impact of climate change on small island nations like Tuvalu, Kiribati2 have gained much traction in climate change discourse, but we do not get to see stories of Africans whose cherished cultural heritage are affected by climate despoliation. How do we respond to this intractable challenge? This is a question of justice and, to be more precise, climate justice. Many principles and proposals for climate justice have been put forward, but the insufficient attention to the vulnerabilities or loss of cultural heritage values of Africans, which is a critical aspect of their social realities, make these theories less persuasive on a global level. This thesis, then, fills this gap in the literature by suggesting that the failure to take cognizance of the injustice in neglecting cultural heritage values when dealing with the burden of climate change is the effect of three problems. One, the value of culture is less understood in this environmental age. Hence, cultural values are excluded or made to be secondary in consideration of principles of climate justice. Second, the idea of Personhood has been neglected in climate ethics and climate justice discourse. Yet, this idea of Personhood can be an enabler of climate justice in that a realization of the significance of cultural heritage to the wellness of the human persons in Africa, makes it loss morally reprehensible. Third, those whose cultural heritage is significantly affected do not get represented in the debate about sharing the burden of climate change. This dissertation thereby builds upon the general findings of the past about anthropogenic climate change, its causes and consequences. Adopting a discursive normative framework, I also address the significance of cultural heritage in this contemporary environmental age and discuss the global justice implications of cultural heritage loss to climate change. This dissertation further provides a critique of mainstream climate justice theories, especially their marginalization of the cultural dimension of climate change. In this regard, the metaphor - ‘cultural storm’ was deployed to argue that climate justice discourses have neither factored the deep socio-cultural impact of climate change nor do they draw on the cultural understanding of justice in putting forward their theories. Given the nature of the indirect, cumulative, and interconnected invisible losses to cultural heritage from climate change, it seems unlikely that they can be addressed by simple tweaks of the climate justice status quo. This dissertation proposes that the idea of personhood in African philosophy, can be conceived to ensure climate justice live up to its expectations in a world of diverse persons dealing with a complex phenomenon like climate change. It argues that a cultural dimension of climate ethics has implications for how mitigation, adaptation and compensation plans should be furthered for global climate justice. At the foundation of my argument, I suggest that what is needed in climate justice discourse is a commitment to explore new and innovative alternatives that will produce an inclusive global climate treaty that is sensitive to the cultural heritage assets that is destroyed by climate change in Africa. This will require a multi-dimensional framework that allows fundamentally different kinds of values and benefits to be given equal visibility and standing in global climate negotiations. The dissertation proceeds in six chapters. In the first chapter, I discuss how climate change denies, damage and destroys cultural heritage values in Africa and argue that it is unjust to ignore this dimension of climate change impact, particularly on the African continent. In the second chapter, I critically discuss the normative value of cultural heritage in an environmentally sustainable and morally appropriate way for this global age. I argue that what is lost when climate change affects cultural heritage is a significant cultural asset that ought to be seriously considered in climate ethics. The third chapter addresses the global justice implications of the destruction of Africa's cultural heritage by climate change that must be paid attention to. In chapter four, I evaluate the plausibility of some of the mainstream climate justice proposals. I offered a different possible critique of current approaches to climate justice to show how they have furthered cultural injustice. The critique of current climate justice theories that I offer, stems from an uninspiring approach that belies logic permitting the sacrificing of that which is connected to others wellbeing as well as the implicit assumptions and the limitation of the idea of justice that undergird these climate justice theories. I offer, in chapter five, a plausible climate ethics theory that recognizes culturally embedded ideas of justice and empower all stakeholders to build by themselves, lives that are, in the light of these ideas, deemed to be adversely impacted by climate change. This theory advances a socio-cultural perspective to climate change which could provide a nuanced basis for understanding and addressing global climate duties that will be sensitive to the loss of cultural heritage. Specifically, I apply the African conception of personhood, to provide a normative basis for a different but intuitive understanding of the cultural dimension of climate ethics. In the final chapter, I discuss how this theory can be applied to rethink current global responses in the form of mitigation, adaptation and compensation in such a way that it takes seriously the impacts of climate change on Africa’s cultural heritage and values. , Thesis (PhD) -- Faculty of Humanities, Philosophy, 2021
- Full Text:
- Date Issued: 2021-10-29
Evaluating and predicting impacts of Australian redclaw crayfish Cherax quadricarinatus and Louisiana red swamp crayfish Procambarus clarkii invasions
- Madzivanzira, Takudzwa Comfort
- Authors: Madzivanzira, Takudzwa Comfort
- Date: 2021-10-29
- Subjects: Cherax Africa , Procambarus clarkii Africa , Freshwater crabs Africa , Crayfish Zambezi River , Crayfish Food Zambezi River , Aquatic biodiversity Africa , Conservation biology Zambezi River , Fishing Catch effort Africa , Introduced freshwater organisms Africa , Fish populations Africa , Functional response (FR)
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/191137 , vital:45064 , 10.21504/10962/191137
- Description: Freshwater crayfish have become one of the most widely introduced freshwater taxa globally. Crayfish introductions have not spared the African continent, which, apart from Madagascar, is naturally devoid of native freshwater crayfish. These introductions are of concern because invasive crayfish have generally been shown to cause strong impacts on recipient ecosystems outside Africa. This study therefore set out to compile up-to-date information regarding crayfish introductions in Africa, their pathways and distributions and to improve our understanding of the nature and magnitude of their environmental impacts. A systematic review revealed that nine crayfish species have been introduced into the continent with five of those, Astacus astacus, Cherax quadricarinatus, Faxonius limosus, Procambarus clarkii and Procambarus virginalis, having established naturalised populations in fourteen African countries (Chapter 2). The main driver of these crayfish introductions was to provide socio-economic benefits but there is limited evidence of success. The thesis further documents attempts made to address crayfish knowledge gaps in Africa, including standardisation of C. quadricarinatus sampling gear (Chapter 3), determination of the distribution of C. quadricarinatus in the recently invaded Upper Zambezi Basin (Chapter 4), and predicting ecological and socioeconomic impacts of two crayfish species that are spreading rapidly in Southern Africa, namely, C. quadricarinatus and P. clarkii (Chapters 5 – 8). To standardise C. quadricarinatus sampling methods in Africa, two methods used in Southern Africa were compared and the Promar® collapsible trap baited with dry pellets was recommended as the best approach for C. quadricarinatus abundance studies due to the high catch per unit effort (CPUE), probability of capture and the suitability of dry dog food as a standard bait. This standard approach was used for crayfish surveys in the Zambezi Basin to comprehensively determine the spread and establishment of C. quadricarinatus across the basin. The establishment of C. quadricarinatus in the Barotse Floodplain, Upper Zambezi Floodplains freshwater ecoregion was confirmed. Although the probability of capture and catch per unit effort (CPUE) of C. quadricarinatus in the Barotse floodplain were similar to that of older invasions in the basin (Lake Kariba and Kafue River), morphometric differences among C. quadricarinatus populations sampled from these invaded regions were detected. Although crayfish were not detected in other regions, for example, the Okavango Floodplains ecoregions, C. quadricarinatus have the potential to spread at a downstream and upstream rate of 49 and 12 km·year-1, impacting native biota therein. To evaluate the potential for ecological impacts, the consumer-resource dynamics of C. quadricarinatus and P. clarkii were described in comparison to a native trophic analogue, the freshwater crab of the Potamonautes genus, preying on various native taxa ubiquitous to African aquatic and terrestrial ecosystems. The use of functional response (FR) and consumption experiments in this study showed the potential impacts of the two crayfish species on native resources and on resources that support livelihoods in invaded ecosystems. This in most cases was a result of their high attack parameter, which also resulted in high functional responses ratios (FRRs) compared to native crabs. The crayfish FR, FRRs and consumption rates were mostly enhanced under the high temperature treatments. The FRs and consumption results were then combined with the field biomasses of crayfish and crabs to calculate the relative impact potential (RIP) to successfully predict the degree of impact caused by crayfish species relative to crabs. Crayfish species consistently displayed RIP scores > 1 relative to the native crab irrespective of region, which were higher for the summer than the winter season, suggesting greater impact of the invaders compared to the native species. This study further estimated the socioeconomic losses due to catch spoilage by C. quadricarinatus which are up to 1500 t per year in the invaded Kafue River Basin, which translates to an annual income loss of US$ 2 million. Information provided in this study is vital for conservation management and to compel policymakers to develop appropriate conservation management tools within regulatory frameworks, which could stop or minimise the spread of crayfish species and protect Africa from further losing aquatic biodiversity. , Thesis (PhD) -- Faculty of Science, Ichthyology and Fisheries Science, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Madzivanzira, Takudzwa Comfort
- Date: 2021-10-29
- Subjects: Cherax Africa , Procambarus clarkii Africa , Freshwater crabs Africa , Crayfish Zambezi River , Crayfish Food Zambezi River , Aquatic biodiversity Africa , Conservation biology Zambezi River , Fishing Catch effort Africa , Introduced freshwater organisms Africa , Fish populations Africa , Functional response (FR)
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/191137 , vital:45064 , 10.21504/10962/191137
- Description: Freshwater crayfish have become one of the most widely introduced freshwater taxa globally. Crayfish introductions have not spared the African continent, which, apart from Madagascar, is naturally devoid of native freshwater crayfish. These introductions are of concern because invasive crayfish have generally been shown to cause strong impacts on recipient ecosystems outside Africa. This study therefore set out to compile up-to-date information regarding crayfish introductions in Africa, their pathways and distributions and to improve our understanding of the nature and magnitude of their environmental impacts. A systematic review revealed that nine crayfish species have been introduced into the continent with five of those, Astacus astacus, Cherax quadricarinatus, Faxonius limosus, Procambarus clarkii and Procambarus virginalis, having established naturalised populations in fourteen African countries (Chapter 2). The main driver of these crayfish introductions was to provide socio-economic benefits but there is limited evidence of success. The thesis further documents attempts made to address crayfish knowledge gaps in Africa, including standardisation of C. quadricarinatus sampling gear (Chapter 3), determination of the distribution of C. quadricarinatus in the recently invaded Upper Zambezi Basin (Chapter 4), and predicting ecological and socioeconomic impacts of two crayfish species that are spreading rapidly in Southern Africa, namely, C. quadricarinatus and P. clarkii (Chapters 5 – 8). To standardise C. quadricarinatus sampling methods in Africa, two methods used in Southern Africa were compared and the Promar® collapsible trap baited with dry pellets was recommended as the best approach for C. quadricarinatus abundance studies due to the high catch per unit effort (CPUE), probability of capture and the suitability of dry dog food as a standard bait. This standard approach was used for crayfish surveys in the Zambezi Basin to comprehensively determine the spread and establishment of C. quadricarinatus across the basin. The establishment of C. quadricarinatus in the Barotse Floodplain, Upper Zambezi Floodplains freshwater ecoregion was confirmed. Although the probability of capture and catch per unit effort (CPUE) of C. quadricarinatus in the Barotse floodplain were similar to that of older invasions in the basin (Lake Kariba and Kafue River), morphometric differences among C. quadricarinatus populations sampled from these invaded regions were detected. Although crayfish were not detected in other regions, for example, the Okavango Floodplains ecoregions, C. quadricarinatus have the potential to spread at a downstream and upstream rate of 49 and 12 km·year-1, impacting native biota therein. To evaluate the potential for ecological impacts, the consumer-resource dynamics of C. quadricarinatus and P. clarkii were described in comparison to a native trophic analogue, the freshwater crab of the Potamonautes genus, preying on various native taxa ubiquitous to African aquatic and terrestrial ecosystems. The use of functional response (FR) and consumption experiments in this study showed the potential impacts of the two crayfish species on native resources and on resources that support livelihoods in invaded ecosystems. This in most cases was a result of their high attack parameter, which also resulted in high functional responses ratios (FRRs) compared to native crabs. The crayfish FR, FRRs and consumption rates were mostly enhanced under the high temperature treatments. The FRs and consumption results were then combined with the field biomasses of crayfish and crabs to calculate the relative impact potential (RIP) to successfully predict the degree of impact caused by crayfish species relative to crabs. Crayfish species consistently displayed RIP scores > 1 relative to the native crab irrespective of region, which were higher for the summer than the winter season, suggesting greater impact of the invaders compared to the native species. This study further estimated the socioeconomic losses due to catch spoilage by C. quadricarinatus which are up to 1500 t per year in the invaded Kafue River Basin, which translates to an annual income loss of US$ 2 million. Information provided in this study is vital for conservation management and to compel policymakers to develop appropriate conservation management tools within regulatory frameworks, which could stop or minimise the spread of crayfish species and protect Africa from further losing aquatic biodiversity. , Thesis (PhD) -- Faculty of Science, Ichthyology and Fisheries Science, 2021
- Full Text:
- Date Issued: 2021-10-29
Exploring indiginising the university’s science curriculum through bottom-up decolonisation: Affordances and hindrances
- Authors: Mutanho, Chrispen
- Date: 2021-10-29
- Subjects: Decolonization South Africa , Ethnoscience South Africa , Ubuntu (Philosophy) , Pedagogical content knowledge , Culturally relevant pedagogy , Science Study and teaching South Africa , Science teachers In-service training South Africa , Transformative learning South Africa , Cultural-historical activity theory (CHAT)
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/191668 , vital:45146 , 10.21504/10962/191668
- Description: The integration of indigenous knowledge (IK) in the science curriculum is a spreading phenomenon driven by the need to bring about relevancy and equality in science education. In South Africa, for instance, the need to integrate IK in science education is part of the global effort to build a democratic state from the debris of apartheid. Henceforth, the integration of IK is backed up by both the National Constitution of the Republic of South Africa (Act 108 of 1996) and the South African Department of Basic Education’s (2011) National Curriculum Assessment Policy Statement. However, the success of this policy seems to be hindered in part by the fact that the teachers who are the implementers of the curriculum changes seem to lack the relevant pedagogical content knowledge (PCK) to integrate IK in their science teaching repertoires. Such a trend is often blamed on their Eurocentric educational background. Interestingly, very little research has been done to explore ways of supporting teachers to develop the relevant conceptual tools and teaching strategies that will enable them to integrate IK in science teaching. It is against this background that an interventionist case study on how to support the Bachelor of Education Natural Sciences in-service teachers in particular to develop exemplar science lessons that integrate IK as easily accessible resources was conducted. The study is underpinned by three complementary paradigms, namely, the interpretive, the critical, and indigenous research paradigms. While the interpretive paradigm enabled me to understand and interpret descriptive data, the critical paradigm enabled me to take an emancipatory stance and challenge the micro-aggressive elements embedded in conventional research practices; within the indigenous research paradigm, Ubuntu was the relational perspective that informed the researcher-participant relationships in this study. Vygotsky’s sociocultural theory was used as an overarching theoretical framework, in conjunction with the cultural historical activity theory. Additionally, the topic-specific pedagogical content knowledge provided the methodological and analytical tools. Data were gathered through questionnaires, individual face-to-face interviews, focus group interview, participatory observation, and the teachers’ reflections. This study established that if teachers are given back the agency to collaboratively resolve the contradictions that confront them in their workplaces, they can generate their own ideas on how to integrate IK in science vii teaching. The teachers in this study experienced a shift in their agency from a paralysed state of resisting the integration of IK at the beginning of the intervention to an ‘I can do it’ attitude at the end of the intervention. Thus, it could be argued that this study’s major contribution to new knowledge lies in demonstrating possible ways of supporting teachers to integrate IK as easily accessible resources in their science teaching. Additionally, the study also challenged the Eurocentric approach to ethics and offered Ubuntu as a relational perspective that can be used to complement the shortcomings of Eurocentric research paradigms. The study thus recommends that continuing professional development or professional learning communities should afford teachers the opportunity to collaboratively engage with the challenges that they face in their workplaces in order to resolve the contradictions that confront them. , Thesis (PhD) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Mutanho, Chrispen
- Date: 2021-10-29
- Subjects: Decolonization South Africa , Ethnoscience South Africa , Ubuntu (Philosophy) , Pedagogical content knowledge , Culturally relevant pedagogy , Science Study and teaching South Africa , Science teachers In-service training South Africa , Transformative learning South Africa , Cultural-historical activity theory (CHAT)
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/191668 , vital:45146 , 10.21504/10962/191668
- Description: The integration of indigenous knowledge (IK) in the science curriculum is a spreading phenomenon driven by the need to bring about relevancy and equality in science education. In South Africa, for instance, the need to integrate IK in science education is part of the global effort to build a democratic state from the debris of apartheid. Henceforth, the integration of IK is backed up by both the National Constitution of the Republic of South Africa (Act 108 of 1996) and the South African Department of Basic Education’s (2011) National Curriculum Assessment Policy Statement. However, the success of this policy seems to be hindered in part by the fact that the teachers who are the implementers of the curriculum changes seem to lack the relevant pedagogical content knowledge (PCK) to integrate IK in their science teaching repertoires. Such a trend is often blamed on their Eurocentric educational background. Interestingly, very little research has been done to explore ways of supporting teachers to develop the relevant conceptual tools and teaching strategies that will enable them to integrate IK in science teaching. It is against this background that an interventionist case study on how to support the Bachelor of Education Natural Sciences in-service teachers in particular to develop exemplar science lessons that integrate IK as easily accessible resources was conducted. The study is underpinned by three complementary paradigms, namely, the interpretive, the critical, and indigenous research paradigms. While the interpretive paradigm enabled me to understand and interpret descriptive data, the critical paradigm enabled me to take an emancipatory stance and challenge the micro-aggressive elements embedded in conventional research practices; within the indigenous research paradigm, Ubuntu was the relational perspective that informed the researcher-participant relationships in this study. Vygotsky’s sociocultural theory was used as an overarching theoretical framework, in conjunction with the cultural historical activity theory. Additionally, the topic-specific pedagogical content knowledge provided the methodological and analytical tools. Data were gathered through questionnaires, individual face-to-face interviews, focus group interview, participatory observation, and the teachers’ reflections. This study established that if teachers are given back the agency to collaboratively resolve the contradictions that confront them in their workplaces, they can generate their own ideas on how to integrate IK in science vii teaching. The teachers in this study experienced a shift in their agency from a paralysed state of resisting the integration of IK at the beginning of the intervention to an ‘I can do it’ attitude at the end of the intervention. Thus, it could be argued that this study’s major contribution to new knowledge lies in demonstrating possible ways of supporting teachers to integrate IK as easily accessible resources in their science teaching. Additionally, the study also challenged the Eurocentric approach to ethics and offered Ubuntu as a relational perspective that can be used to complement the shortcomings of Eurocentric research paradigms. The study thus recommends that continuing professional development or professional learning communities should afford teachers the opportunity to collaboratively engage with the challenges that they face in their workplaces in order to resolve the contradictions that confront them. , Thesis (PhD) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
Gaze patterns of expert and amateur sight-readers with particular focus on the cognitive underpinnings of reading key and time signatures
- Authors: Viljoen, Jacobus Frederick
- Date: 2021-10-29
- Subjects: Sight-reading (Music) , Eye tracking , Cognition , Musical notation , Tonality , Musical meter and rhythm
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/190908 , vital:45040 , 10.21504/10962/190908
- Description: Over the last decade, eye-tracking technology has provided researchers with specific tools to study the process of reading (language and music) empirically. Most of these studies have focused on the “Eye-Hand Span” phenomenon (the ability to read ahead of the point of playing). However, little research investigates the cognitive implications of specific aspects of musical notation when performed in real time. This research aimed to observe the fixations patterns of sight-readers in order to investigate the cognitive underpinnings of key and time signatures in music scores. This research project is a quantitative study using a quasi-experimental research design. Tobii eye-tracking equipment and software were used to record the eye movements of 11 expert and 7 amateur keyboard sight-readers. Two key aspects of music notation, key and time signatures, were selected as the main focus of the study. To investigate these aspects, eighteen research participants were provided with seventeen sight-reading examples for one hand (low complexity) and two hands (high complexity) composed specifically by the researcher. Several examples contained one or more unexpected aspects (accidentals or changes of time signature) to test their effect on fixation count and duration. Two variables (fixation count and fixation duration) were utilised to analyze fixation patterns on the selected aspects of the scores. Three main results emerged from the data analysis: 1) Expert sight-readers performed with much greater accuracy than experts in both tests; 2) Expert sight-readers exhibited a higher fixation count on entire scores in complex examples; 3) Both expert and amateur sight-readers fixate more and for longer on certain notational aspects such as key and time signatures than other notational aspects such as deviations or individual notes. This selection of focused attention suggests that both expert and amateur sight-readers cognitively process music scores in a hierarchical order. In conclusion, key and time signatures appear to require more and longer fixations by both groups of readers than other aspects of the score. This supports previous research which suggests that sound musical knowledge may play a positive role in performers’ sight-reading skills, thereby contributing to more successful sight-reading performances. , Thesis (PhD) -- Faculty of Humanities, Music and Musicology, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Viljoen, Jacobus Frederick
- Date: 2021-10-29
- Subjects: Sight-reading (Music) , Eye tracking , Cognition , Musical notation , Tonality , Musical meter and rhythm
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/190908 , vital:45040 , 10.21504/10962/190908
- Description: Over the last decade, eye-tracking technology has provided researchers with specific tools to study the process of reading (language and music) empirically. Most of these studies have focused on the “Eye-Hand Span” phenomenon (the ability to read ahead of the point of playing). However, little research investigates the cognitive implications of specific aspects of musical notation when performed in real time. This research aimed to observe the fixations patterns of sight-readers in order to investigate the cognitive underpinnings of key and time signatures in music scores. This research project is a quantitative study using a quasi-experimental research design. Tobii eye-tracking equipment and software were used to record the eye movements of 11 expert and 7 amateur keyboard sight-readers. Two key aspects of music notation, key and time signatures, were selected as the main focus of the study. To investigate these aspects, eighteen research participants were provided with seventeen sight-reading examples for one hand (low complexity) and two hands (high complexity) composed specifically by the researcher. Several examples contained one or more unexpected aspects (accidentals or changes of time signature) to test their effect on fixation count and duration. Two variables (fixation count and fixation duration) were utilised to analyze fixation patterns on the selected aspects of the scores. Three main results emerged from the data analysis: 1) Expert sight-readers performed with much greater accuracy than experts in both tests; 2) Expert sight-readers exhibited a higher fixation count on entire scores in complex examples; 3) Both expert and amateur sight-readers fixate more and for longer on certain notational aspects such as key and time signatures than other notational aspects such as deviations or individual notes. This selection of focused attention suggests that both expert and amateur sight-readers cognitively process music scores in a hierarchical order. In conclusion, key and time signatures appear to require more and longer fixations by both groups of readers than other aspects of the score. This supports previous research which suggests that sound musical knowledge may play a positive role in performers’ sight-reading skills, thereby contributing to more successful sight-reading performances. , Thesis (PhD) -- Faculty of Humanities, Music and Musicology, 2021
- Full Text:
- Date Issued: 2021-10-29
Human capital in the context of high levels of inequality in South Africa
- Authors: Friderichs, Tamaryn Jean
- Date: 2021-10-29
- Subjects: Human capital South Africa , Income distribution South Africa , Labor market South Africa , Latent variables , Confirmatory factor analysis , Education Economic aspects South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/192672 , vital:45248 , 10.21504/10962/192672
- Description: Piketty’s (2014) book titled “Capital in the Twenty-First Century” sparked widespread interest in global inequality, the distinction between wealth and income inequality and the economic, social and political processes accounting for changes in economic inequality over time. Piketty’s (2014) study controversially stated that widening economic inequality is the normal state of affairs in capitalist societies. The return from capital/wealth (terms used interchangeably) will almost always outpace the returns from labour. In contrast with Piketty’s (2014) thesis that the returns on non-human capital drive growing income inequality, economists such as Leibbrandt et al. (2012), Van der Berg (2014) and Hundenborn et al. (2016) have found that the labour market and human capital (HC) are the primary sources of income inequality. The research problem for this study stems from these contrasting views. , Thesis (PhD) -- Faculty of Commerce, Economics and Economic History, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Friderichs, Tamaryn Jean
- Date: 2021-10-29
- Subjects: Human capital South Africa , Income distribution South Africa , Labor market South Africa , Latent variables , Confirmatory factor analysis , Education Economic aspects South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/192672 , vital:45248 , 10.21504/10962/192672
- Description: Piketty’s (2014) book titled “Capital in the Twenty-First Century” sparked widespread interest in global inequality, the distinction between wealth and income inequality and the economic, social and political processes accounting for changes in economic inequality over time. Piketty’s (2014) study controversially stated that widening economic inequality is the normal state of affairs in capitalist societies. The return from capital/wealth (terms used interchangeably) will almost always outpace the returns from labour. In contrast with Piketty’s (2014) thesis that the returns on non-human capital drive growing income inequality, economists such as Leibbrandt et al. (2012), Van der Berg (2014) and Hundenborn et al. (2016) have found that the labour market and human capital (HC) are the primary sources of income inequality. The research problem for this study stems from these contrasting views. , Thesis (PhD) -- Faculty of Commerce, Economics and Economic History, 2021
- Full Text:
- Date Issued: 2021-10-29
Integration of dual metallophthalocyanine catalysis and green energy for sustainable oxidative removal of endocrine disrupting compounds
- Authors: Kruid, Jan
- Date: 2021-10-29
- Subjects: Uncatalogued
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/192820 , vital:45267
- Description: Thesis (PhD) -- Faculty of Science, Biotechnology Innovation Centre, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Kruid, Jan
- Date: 2021-10-29
- Subjects: Uncatalogued
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/192820 , vital:45267
- Description: Thesis (PhD) -- Faculty of Science, Biotechnology Innovation Centre, 2021
- Full Text:
- Date Issued: 2021-10-29
Integrative systematic structuring of the widespread psammophiid snakes (Psammophiidae): a multi-evidence species delineation approach
- Authors: Keates, Chad
- Date: 2021-10-29
- Subjects: Psammophis South Africa , Herpetology , Herpetology Africa , Molecular biology , Psammophis Classification , Psammophis Genetics , Psammophis Morphology , Psammophis Phylogeny , Morphology Mathematics , Psammophylax
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/295077 , vital:57288 , DOI 10.21504/10962/295079
- Description: Species form the foundations upon which we build our understanding of the natural world. Although a focus of much scientific attention, our understanding of species is stunted by the intrinsic ‘fuzziness’ of boundaries within nature. Due to the complexity of the evolutionary process, coupled with an ever-changing abiotic landscape, species are hard to delineate, even at the best of times. Whilst various species concepts and sophisticated delimitation methods have helped scientists tease apart species, many species complexes persist. This is because taxonomy is a discrete ordering system imposed upon the continuous and intercalated structure of life. To improve our understanding of a wide-ranging family of snakes, I investigated the taxonomy and evolutionary structuring within Psammophiidae using both molecular and morphological approaches, employing phylogenetic, phylogeographic, and morphometric analyses on the group. The systematic complexity of the family (as evidenced by past research) coupled with the group’s widespread distribution and ecological importance, made the taxon an ideal candidate for a broad-sweeping multi-level systematic analysis using multiple species delimitation methods. Additionally, in this thesis I attempted to build on the ground-breaking work of Christopher Kelly by addressing several knowledge gaps identified within the family, and in so doing, produce the most thorough evolutionary and taxonomic study of Psammophiidae possible. Given the taxonomic uncertainty associated with the family, Chapter Two used a representative sampling from every available species (near complete taxon sampling approach) in the family. The chapter used both standard and time-calibrated phylogenetic modelling and distance/threshold-based species delimitation, to elucidate the finer-level structuring within the family. Geometric morphometrics was used to determine whether there were diagnosable differences in head structure between the different genera. The final phylogenetic tree incorporated 320 samples, representing the most comprehensive phylogenetic reconstruction of the family to date. By using a near-complete taxon sampling approach, I was able to resolve previously unsupported relationships within the family whilst also identifying several novel instances of an under- and over-appreciation of species diversity within the family. Geometric morphometrics also identified clear distinctions between genera based on head shape (head width and ‘beakedness’). This chapter showcased the importance of complete taxon sampling and robust methodology for species delimitation and the deleterious effect of species concepts when implemented in isolation. In Chapter Three, I narrowed the scope of the study to focus on the genus level. Psammophylax (Fitzinger 1843) is an abundant, yet poorly studied genus of grass snakes, endemic to Africa. The generalist nature of the genus and wide-spanning distributions of the constituent species has given rise to several subspecies and a poor understanding of the taxonomic structuring within the genus. The overlapping distributions (sympatry) of many of Psammophylax species, coupled with the potential for cryptic speciation via mechanisms such as convergent evolution, made the group the ideal candidate for a broad-sweeping systematic study (as evidenced in Chapter Two). By applying the suite of analyses used in Chapter Two to the generic level, we aimed to determine the effectiveness of a multi-evidence species delineation approach when tackling systematic problems at lower taxonomic levels. A genetic phylogeny of six of the seven species was estimated using multiple phylogenetic and distance/ threshold-based species delimitation methods. To support the molecular analyses, we conducted morphological analyses on the body (traditional morphology) and head (geometric morphometrics) separately. Phylogenetic analyses recovered a similar topology to past studies, but with better resolution and node support. I found substantial genetic structuring within the genus, supported by significantly different head shapes between Ps. a. acutus and other Psammophylax species. Psammophylax a. acutus was recovered as sister to its congeners, and sequence divergence values and morphometrics supported its recognition as a new genus. Increased sampling in East Africa (Tanzania, Kenya, and Ethiopia) revealed that Psammophylax multisquamis is polyphyletic, necessitating the description of a new, morphologically cryptic, species from northern Tanzania. The distribution of Ps. multisquamis sensu stricto is likely restricted to Kenya and Ethiopia. Within this chapter, taxon-specific phylogenetic analyses yielded stronger intrageneric support as compared to Chapter Two, allowing for more defensible conclusions about taxonomical amendments. Geometric morphometrics proved similarly useful (as compared to Chapter Two) in teasing apart genera within the family but lacked the robustness to delineate species within Psammophylax with confidence, highlighting the apparent convergence of form within the genus. In Chapter Four, I investigated the evolutionary structuring within the Southern African endemic Psammophylax rhombeatus. The structural and environmental heterogeneity within the region has given rise to many morphological forms distributed throughout the country, with previous studies neglecting the associated molecular significance of these forms. Irrespective of their small sample sizes, both Chapter Two and Three identified substantial phylogenetic structuring within the species, making Ps. rhombeatus the ideal candidate for a multi-faceted systematic review, using a combination of phylogenetics, geometric morphometrics and, for the first time in this species, phylogeographic analyses. By investigating a single species, in detail, I was able to assess the effectiveness of the methodologies implemented in previous chapters on systematic sorting using the multi-evidence species delineation approach. Phylogenetic and haplotype analysis retrieved four well-supported clades: southeast South Africa (SESA), southwest South Africa (SWSA), north-eastern South Africa (NESA) and western South Africa (WSA). Although not variable enough to warrant taxonomic re-evaluation, the clades represented important genetic hotspots, with relatively high intraspecific genetic divergence values separating them, irrespective of the small geographic distances separating populations. This is likely a product of the taxon’s habitat-generalist lifestyle, enabling them to bypass vicariant barriers that might otherwise cause speciation in less versatile species. The clades are also geographically distinct, with little overlap, indicating previous vicariance, a finding that is supported by the split of Ps. rhombeatus from Ps. ocellatus in the mid-Pliocene, followed by the diversification of Ps. rhombeatus into four clades throughout the Pleistocene. The genetic structuring observed in Ps. rhombeatus may be a product of population expansion following ancient refugial isolation (potentially Last Glacial Maximum [LGM]). The molecular distinctiveness of the clades was not replicated in the morphological component of this chapter, with neither dorsal nor lateral geometric morphometric analyses of head shape showing any discernible distinctiveness based on geography. Whilst head shape has not been shown to be an effective delineator of evolutionary units at the species level (within this taxon), body colour, scalation, and snout-vent length has been linked to morphotypes within the species based on the work of Broadley (1966). These morphological groupings are loosely attributable to the molecular clades identified in the phylogenetic analyses, highlighting the complex interplay of genetic and morphological characteristics in the process of speciation, and their representation in systematic accounts. This thesis represents the most thorough evolutionary and systematic study of the family currently possible. In addition to identifying and describing both a new genus and species, this thesis also highlighted several instances of an over- and under-appreciation of species diversity within Psammophiidae. By applying a multi-evidence species delineation approach to this thesis, I show the intricacy of the evolutionary process (at various taxonomic levels) and showcase the ease to which species boundaries can be confounded when species concepts are implemented in isolation. These findings also highlighted the importance of sample size, sample range, species delimitation method on the outcome of taxonomic analyses, and their interpretation. Lastly, this thesis addressed the knowledge gaps left by Christopher Kelly’s PhD work and investigated the findings of recent papers that attempted to do the same. Whilst this study answers the questions of old, the taxon-intensive focus revealed several new knowledge gaps within the family, highlighting how much we know about snake systematics, and furthermore, how much we still need to learn about evolutionary structuring. , Thesis (PhD) -- Faculty of Science, Environmental Science, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Keates, Chad
- Date: 2021-10-29
- Subjects: Psammophis South Africa , Herpetology , Herpetology Africa , Molecular biology , Psammophis Classification , Psammophis Genetics , Psammophis Morphology , Psammophis Phylogeny , Morphology Mathematics , Psammophylax
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/295077 , vital:57288 , DOI 10.21504/10962/295079
- Description: Species form the foundations upon which we build our understanding of the natural world. Although a focus of much scientific attention, our understanding of species is stunted by the intrinsic ‘fuzziness’ of boundaries within nature. Due to the complexity of the evolutionary process, coupled with an ever-changing abiotic landscape, species are hard to delineate, even at the best of times. Whilst various species concepts and sophisticated delimitation methods have helped scientists tease apart species, many species complexes persist. This is because taxonomy is a discrete ordering system imposed upon the continuous and intercalated structure of life. To improve our understanding of a wide-ranging family of snakes, I investigated the taxonomy and evolutionary structuring within Psammophiidae using both molecular and morphological approaches, employing phylogenetic, phylogeographic, and morphometric analyses on the group. The systematic complexity of the family (as evidenced by past research) coupled with the group’s widespread distribution and ecological importance, made the taxon an ideal candidate for a broad-sweeping multi-level systematic analysis using multiple species delimitation methods. Additionally, in this thesis I attempted to build on the ground-breaking work of Christopher Kelly by addressing several knowledge gaps identified within the family, and in so doing, produce the most thorough evolutionary and taxonomic study of Psammophiidae possible. Given the taxonomic uncertainty associated with the family, Chapter Two used a representative sampling from every available species (near complete taxon sampling approach) in the family. The chapter used both standard and time-calibrated phylogenetic modelling and distance/threshold-based species delimitation, to elucidate the finer-level structuring within the family. Geometric morphometrics was used to determine whether there were diagnosable differences in head structure between the different genera. The final phylogenetic tree incorporated 320 samples, representing the most comprehensive phylogenetic reconstruction of the family to date. By using a near-complete taxon sampling approach, I was able to resolve previously unsupported relationships within the family whilst also identifying several novel instances of an under- and over-appreciation of species diversity within the family. Geometric morphometrics also identified clear distinctions between genera based on head shape (head width and ‘beakedness’). This chapter showcased the importance of complete taxon sampling and robust methodology for species delimitation and the deleterious effect of species concepts when implemented in isolation. In Chapter Three, I narrowed the scope of the study to focus on the genus level. Psammophylax (Fitzinger 1843) is an abundant, yet poorly studied genus of grass snakes, endemic to Africa. The generalist nature of the genus and wide-spanning distributions of the constituent species has given rise to several subspecies and a poor understanding of the taxonomic structuring within the genus. The overlapping distributions (sympatry) of many of Psammophylax species, coupled with the potential for cryptic speciation via mechanisms such as convergent evolution, made the group the ideal candidate for a broad-sweeping systematic study (as evidenced in Chapter Two). By applying the suite of analyses used in Chapter Two to the generic level, we aimed to determine the effectiveness of a multi-evidence species delineation approach when tackling systematic problems at lower taxonomic levels. A genetic phylogeny of six of the seven species was estimated using multiple phylogenetic and distance/ threshold-based species delimitation methods. To support the molecular analyses, we conducted morphological analyses on the body (traditional morphology) and head (geometric morphometrics) separately. Phylogenetic analyses recovered a similar topology to past studies, but with better resolution and node support. I found substantial genetic structuring within the genus, supported by significantly different head shapes between Ps. a. acutus and other Psammophylax species. Psammophylax a. acutus was recovered as sister to its congeners, and sequence divergence values and morphometrics supported its recognition as a new genus. Increased sampling in East Africa (Tanzania, Kenya, and Ethiopia) revealed that Psammophylax multisquamis is polyphyletic, necessitating the description of a new, morphologically cryptic, species from northern Tanzania. The distribution of Ps. multisquamis sensu stricto is likely restricted to Kenya and Ethiopia. Within this chapter, taxon-specific phylogenetic analyses yielded stronger intrageneric support as compared to Chapter Two, allowing for more defensible conclusions about taxonomical amendments. Geometric morphometrics proved similarly useful (as compared to Chapter Two) in teasing apart genera within the family but lacked the robustness to delineate species within Psammophylax with confidence, highlighting the apparent convergence of form within the genus. In Chapter Four, I investigated the evolutionary structuring within the Southern African endemic Psammophylax rhombeatus. The structural and environmental heterogeneity within the region has given rise to many morphological forms distributed throughout the country, with previous studies neglecting the associated molecular significance of these forms. Irrespective of their small sample sizes, both Chapter Two and Three identified substantial phylogenetic structuring within the species, making Ps. rhombeatus the ideal candidate for a multi-faceted systematic review, using a combination of phylogenetics, geometric morphometrics and, for the first time in this species, phylogeographic analyses. By investigating a single species, in detail, I was able to assess the effectiveness of the methodologies implemented in previous chapters on systematic sorting using the multi-evidence species delineation approach. Phylogenetic and haplotype analysis retrieved four well-supported clades: southeast South Africa (SESA), southwest South Africa (SWSA), north-eastern South Africa (NESA) and western South Africa (WSA). Although not variable enough to warrant taxonomic re-evaluation, the clades represented important genetic hotspots, with relatively high intraspecific genetic divergence values separating them, irrespective of the small geographic distances separating populations. This is likely a product of the taxon’s habitat-generalist lifestyle, enabling them to bypass vicariant barriers that might otherwise cause speciation in less versatile species. The clades are also geographically distinct, with little overlap, indicating previous vicariance, a finding that is supported by the split of Ps. rhombeatus from Ps. ocellatus in the mid-Pliocene, followed by the diversification of Ps. rhombeatus into four clades throughout the Pleistocene. The genetic structuring observed in Ps. rhombeatus may be a product of population expansion following ancient refugial isolation (potentially Last Glacial Maximum [LGM]). The molecular distinctiveness of the clades was not replicated in the morphological component of this chapter, with neither dorsal nor lateral geometric morphometric analyses of head shape showing any discernible distinctiveness based on geography. Whilst head shape has not been shown to be an effective delineator of evolutionary units at the species level (within this taxon), body colour, scalation, and snout-vent length has been linked to morphotypes within the species based on the work of Broadley (1966). These morphological groupings are loosely attributable to the molecular clades identified in the phylogenetic analyses, highlighting the complex interplay of genetic and morphological characteristics in the process of speciation, and their representation in systematic accounts. This thesis represents the most thorough evolutionary and systematic study of the family currently possible. In addition to identifying and describing both a new genus and species, this thesis also highlighted several instances of an over- and under-appreciation of species diversity within Psammophiidae. By applying a multi-evidence species delineation approach to this thesis, I show the intricacy of the evolutionary process (at various taxonomic levels) and showcase the ease to which species boundaries can be confounded when species concepts are implemented in isolation. These findings also highlighted the importance of sample size, sample range, species delimitation method on the outcome of taxonomic analyses, and their interpretation. Lastly, this thesis addressed the knowledge gaps left by Christopher Kelly’s PhD work and investigated the findings of recent papers that attempted to do the same. Whilst this study answers the questions of old, the taxon-intensive focus revealed several new knowledge gaps within the family, highlighting how much we know about snake systematics, and furthermore, how much we still need to learn about evolutionary structuring. , Thesis (PhD) -- Faculty of Science, Environmental Science, 2021
- Full Text:
- Date Issued: 2021-10-29
Legal ethics and the lawyer-client relationship in South Africa: A proposal for reform using local values
- Authors: Kruuse, Helen Julia
- Date: 2021-10-29
- Subjects: Uncatalogued
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/192765 , vital:45262
- Description: Thesis (PhD) -- Faculty of Law, Law, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Kruuse, Helen Julia
- Date: 2021-10-29
- Subjects: Uncatalogued
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/192765 , vital:45262
- Description: Thesis (PhD) -- Faculty of Law, Law, 2021
- Full Text:
- Date Issued: 2021-10-29
Mediating and examining expansive learning in the context of multidimensional complexities affecting household food security activity systems in Nyanyadzi Irrigation Scheme in the Manicaland Province of Zimbabwe
- Authors: Mukwambo, Robson
- Date: 2021-10-29
- Subjects: Active learning Zimbabwe Chimanimani District , Food security Zimbabwe Chimanimani District , Sustainable agriculture Zimbabwe Chimanimani District , Irrigation farming Zimbabwe Chimanimani District , Qualitative research , Cultural-historical activity theory (CHAT) , Nyanyadzi Irrigation Scheme
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/192712 , vital:45253 , 10.21504/10962/192712
- Description: The study sought to mediate and examine expansive learning in the context of multidimensional complexities affecting household food security activity systems in Nyanyadzi Irrigation Scheme in Ward 8 of Chimanimani District in the Manicaland province of Zimbabwe. Therefore, the main foci of the study were to investigate how multidimensional complexities have come to be the way they are (historicizing) and how they enable or constrain learning of household food production. The study utilized Cultural Historical Activity Theory and the Expansive Learning Cycle (Engeström & Sannino, 2010) to examine and mediate collective learning in response to the multidimensional complexities and also to contribute to transforming the farmers’ activity systems towards more sustainable practices to ensure household food security. The study used a qualitative research approach, utilizing an insider formative intervention approach in a case study design in which Nyanyadzi irrigation scheme was the case study. I have adopted the insider formative interventionist role as a 3rd generation farmer, born and bred in Nyanyadzi area, and my family has been involved in the Nyanyadzi irrigation scheme for three generations. I see this as synergistic with the need for deep cultural understanding in CHAT research. However, this role also provided challenges for me to maintain a rigorous approach to the research in which I also reflexively review my own role and influence in the research process. Following CHAT expansive learning methodological guidance, data was generated through fifteen (15) face to face interviews with three generations of farmers in the scheme (historical ethnographic data); four focus group discussions (contemporary ethnographic data) and eight (8) sessions in a three (3) day change laboratory workshop (expansive learning data). Double stimulation and ‘mirror’ data was used to surface and prioritise responses to contradictions in the Change Laboratory Workshops (CLW), which is a methodology developed in and for CHAT research (ibid). The data was analysed using both inductive and abductive approaches and were conducted in a three-phased process focusing firstly on the history of the object, followed by current perspectives on the object of activity and lastly on transformations emerging in the object of activity via the expansive learning process. Cultural Historical Activity Theoretical tools informed activity system analysis and analysis of the history of the object and emerging contradictions; and the expansive learning cycle (ELP) process framework associated with and emergent from CHAT was used to analyse the emergence of transformative agency and expansion of the object. Four levels of contradictions were used to describe and explain the emergent contradictions namely, primary, secondary, tertiary and quaternary contradictions and are presented in this sequence as catalytic opportunities for expansive learning as proposed in CHAT. In addition, the four types of discursive manifestations of contradictions namely, dilemma, conflict, critical conflict and double bind were used to describe and explain the manifestations of contradictions in this study and their role in catalysing transformative agency. The concept of linguistic cues for discursive manifestations of contradictions was adopted and employed in the preliminary data analysis phase. In addition, the transformative agency expressions and zone of proximal development (ZPD) concept was applied in and to the CLW data to examine the learning pathways and to co-develop and expand farmers’ and other stakeholders’ transformative agency and ZPD respectively. I found myself as formative insider researcher having to take on a strong role as co-engaged researcher / participant in the irrigation scheme expansive learning process. The study concluded that the farmers’ activity system is the central activity system and it interacts with other activity systems on a partially shared object “improved crop production and marketing under irrigation scheme”. Through interactions with other neighbouring activity systems, the farmers have faced multidimensional complexities that constrain their ability to fully realise their object. These multidimensional complexities manifest in three critical contradictions as a critical conflict in leadership and management crisis; a dilemma and double bind in a lack of farmer education and training; and lastly, a dilemma and double bind in poor crop marketing. These multidimensional complexities have a historical account and they have evolved in complexity over time and I argue in the thesis that, a careful cultural-historicity of the object of activity and mediation of the situated learning can help to collectively come up with solutions to these multidimensional complexities. The study further concluded that despite these multidimensional complexities in the scheme, learning has been taking place and such learning was sometimes mediated through demonstrations as “learning by doing,” “seeing is believing” and the “winners and losers” concept. Furthermore, through the CLW process the farmers and other stakeholders’ cognitive horizons were expanded by the mirror data and double stimulation processes, and the expansive learning process developed their individual and collective transformative agency pathways and expanded their collective zone of proximal development. In this study I argue that there has been little said about collective learning in irrigation schemes and given the dearth of detail on such learning, it seems that this learning is either going unnoticed or is ignored. Hence, I further argued that the multidimensional complexities in irrigation schemes are both a stimulant for learning and provide a space (object) for collective learning, as was also shown by Baloi (2016). The study also shows that the collective learning potential in these irrigation schemes can be pro-actively mediated via expansive learning formative interventions in support of improved crop production and marketing for produce developed under irrigation in irrigation schemes such as the Nyanyadzi Irrigation scheme. Lastly, being an insider formative interventionist researcher in this study, with intergenerational engagement and perspective on the history of the object and integrational engagement with the transforming object, I became part of the intergenerational transformation of the irrigation scheme’s object. The intergenerational co-construction of the history of the object, coupled with the insider formative interventionist researcher approach opened up and allowed me as a current generation agent or actor to develop an in-depth understanding of the multidimensional nature and historicity of the object. This was crucial for opening up the transformative agency pathways. It also produced a responsibility for me as an insider formative interventionist researcher to carry the summative findings of the study back into the social context to widen the engagement and mediation of the transformation needed in the community. Overall not only does the study offer an intergenerational perspective on multidimensional complexities of the object and how this can generatively be mobilised via expansive learning into emerging transformative learning agency pathways, but it also offers a new vantage point on the role of the insider formative interventionist researcher. Through this, the study offers insight into how we as third generation members of the community can be brought closer to our communities through the application of our skills, thereby also offering a new type of engaged and rigorously framed and executed research with roots in our communities. As shown in this study, not only does this expand the knowledge and experience of those we engage with, but it also expands our own knowledge and expertise in order to be more able to contribute to both the challenges of our own communities but also that of other communities and situations similar to ours, and beyond these bounded contexts. The study’s contribution is both practical, but also methodological from this vantage point, especially in an African context where there is much critique of ‘outsider research’, yet little pro-active articulation of what insider (in this case, formative intervention) research may look like. , Thesis (PhD) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Mukwambo, Robson
- Date: 2021-10-29
- Subjects: Active learning Zimbabwe Chimanimani District , Food security Zimbabwe Chimanimani District , Sustainable agriculture Zimbabwe Chimanimani District , Irrigation farming Zimbabwe Chimanimani District , Qualitative research , Cultural-historical activity theory (CHAT) , Nyanyadzi Irrigation Scheme
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/192712 , vital:45253 , 10.21504/10962/192712
- Description: The study sought to mediate and examine expansive learning in the context of multidimensional complexities affecting household food security activity systems in Nyanyadzi Irrigation Scheme in Ward 8 of Chimanimani District in the Manicaland province of Zimbabwe. Therefore, the main foci of the study were to investigate how multidimensional complexities have come to be the way they are (historicizing) and how they enable or constrain learning of household food production. The study utilized Cultural Historical Activity Theory and the Expansive Learning Cycle (Engeström & Sannino, 2010) to examine and mediate collective learning in response to the multidimensional complexities and also to contribute to transforming the farmers’ activity systems towards more sustainable practices to ensure household food security. The study used a qualitative research approach, utilizing an insider formative intervention approach in a case study design in which Nyanyadzi irrigation scheme was the case study. I have adopted the insider formative interventionist role as a 3rd generation farmer, born and bred in Nyanyadzi area, and my family has been involved in the Nyanyadzi irrigation scheme for three generations. I see this as synergistic with the need for deep cultural understanding in CHAT research. However, this role also provided challenges for me to maintain a rigorous approach to the research in which I also reflexively review my own role and influence in the research process. Following CHAT expansive learning methodological guidance, data was generated through fifteen (15) face to face interviews with three generations of farmers in the scheme (historical ethnographic data); four focus group discussions (contemporary ethnographic data) and eight (8) sessions in a three (3) day change laboratory workshop (expansive learning data). Double stimulation and ‘mirror’ data was used to surface and prioritise responses to contradictions in the Change Laboratory Workshops (CLW), which is a methodology developed in and for CHAT research (ibid). The data was analysed using both inductive and abductive approaches and were conducted in a three-phased process focusing firstly on the history of the object, followed by current perspectives on the object of activity and lastly on transformations emerging in the object of activity via the expansive learning process. Cultural Historical Activity Theoretical tools informed activity system analysis and analysis of the history of the object and emerging contradictions; and the expansive learning cycle (ELP) process framework associated with and emergent from CHAT was used to analyse the emergence of transformative agency and expansion of the object. Four levels of contradictions were used to describe and explain the emergent contradictions namely, primary, secondary, tertiary and quaternary contradictions and are presented in this sequence as catalytic opportunities for expansive learning as proposed in CHAT. In addition, the four types of discursive manifestations of contradictions namely, dilemma, conflict, critical conflict and double bind were used to describe and explain the manifestations of contradictions in this study and their role in catalysing transformative agency. The concept of linguistic cues for discursive manifestations of contradictions was adopted and employed in the preliminary data analysis phase. In addition, the transformative agency expressions and zone of proximal development (ZPD) concept was applied in and to the CLW data to examine the learning pathways and to co-develop and expand farmers’ and other stakeholders’ transformative agency and ZPD respectively. I found myself as formative insider researcher having to take on a strong role as co-engaged researcher / participant in the irrigation scheme expansive learning process. The study concluded that the farmers’ activity system is the central activity system and it interacts with other activity systems on a partially shared object “improved crop production and marketing under irrigation scheme”. Through interactions with other neighbouring activity systems, the farmers have faced multidimensional complexities that constrain their ability to fully realise their object. These multidimensional complexities manifest in three critical contradictions as a critical conflict in leadership and management crisis; a dilemma and double bind in a lack of farmer education and training; and lastly, a dilemma and double bind in poor crop marketing. These multidimensional complexities have a historical account and they have evolved in complexity over time and I argue in the thesis that, a careful cultural-historicity of the object of activity and mediation of the situated learning can help to collectively come up with solutions to these multidimensional complexities. The study further concluded that despite these multidimensional complexities in the scheme, learning has been taking place and such learning was sometimes mediated through demonstrations as “learning by doing,” “seeing is believing” and the “winners and losers” concept. Furthermore, through the CLW process the farmers and other stakeholders’ cognitive horizons were expanded by the mirror data and double stimulation processes, and the expansive learning process developed their individual and collective transformative agency pathways and expanded their collective zone of proximal development. In this study I argue that there has been little said about collective learning in irrigation schemes and given the dearth of detail on such learning, it seems that this learning is either going unnoticed or is ignored. Hence, I further argued that the multidimensional complexities in irrigation schemes are both a stimulant for learning and provide a space (object) for collective learning, as was also shown by Baloi (2016). The study also shows that the collective learning potential in these irrigation schemes can be pro-actively mediated via expansive learning formative interventions in support of improved crop production and marketing for produce developed under irrigation in irrigation schemes such as the Nyanyadzi Irrigation scheme. Lastly, being an insider formative interventionist researcher in this study, with intergenerational engagement and perspective on the history of the object and integrational engagement with the transforming object, I became part of the intergenerational transformation of the irrigation scheme’s object. The intergenerational co-construction of the history of the object, coupled with the insider formative interventionist researcher approach opened up and allowed me as a current generation agent or actor to develop an in-depth understanding of the multidimensional nature and historicity of the object. This was crucial for opening up the transformative agency pathways. It also produced a responsibility for me as an insider formative interventionist researcher to carry the summative findings of the study back into the social context to widen the engagement and mediation of the transformation needed in the community. Overall not only does the study offer an intergenerational perspective on multidimensional complexities of the object and how this can generatively be mobilised via expansive learning into emerging transformative learning agency pathways, but it also offers a new vantage point on the role of the insider formative interventionist researcher. Through this, the study offers insight into how we as third generation members of the community can be brought closer to our communities through the application of our skills, thereby also offering a new type of engaged and rigorously framed and executed research with roots in our communities. As shown in this study, not only does this expand the knowledge and experience of those we engage with, but it also expands our own knowledge and expertise in order to be more able to contribute to both the challenges of our own communities but also that of other communities and situations similar to ours, and beyond these bounded contexts. The study’s contribution is both practical, but also methodological from this vantage point, especially in an African context where there is much critique of ‘outsider research’, yet little pro-active articulation of what insider (in this case, formative intervention) research may look like. , Thesis (PhD) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29