Challenges and Opportunities of Preserving African Indigenous Knowledge Using Digital Technologies: The Case of Bogwera
- Authors: Aiseng, Kealeboga
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/455424 , vital:75429 , ISBN 9781668470244 , DOI: 10.4018/978-1-6684-7024-4.ch007
- Description: Most indigenous knowledge systems, practices, and values disappear due to the influence of technology, human migrations, climate change, globalization, death, memory loss, and civilization. Therefore, indigenous knowledge systems will disappear if they are no longer used. This is because many traditional practices and activities within indigenous knowledge systems that have been used are essential coping and living strategies and are now in danger of disappearing. The chapter investigates how social web technologies, social media platforms, and online video tools can digitize, share, and preserve indigenous knowledge for the current generations that need to be more knowledgeable about these systems and future generations. With the example of bogwera, the chapter studies the role that digital technologies can play in protecting and preserving indigenous knowledge systems in the Taung community in North West, South Africa.
- Full Text:
- Authors: Aiseng, Kealeboga
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/455424 , vital:75429 , ISBN 9781668470244 , DOI: 10.4018/978-1-6684-7024-4.ch007
- Description: Most indigenous knowledge systems, practices, and values disappear due to the influence of technology, human migrations, climate change, globalization, death, memory loss, and civilization. Therefore, indigenous knowledge systems will disappear if they are no longer used. This is because many traditional practices and activities within indigenous knowledge systems that have been used are essential coping and living strategies and are now in danger of disappearing. The chapter investigates how social web technologies, social media platforms, and online video tools can digitize, share, and preserve indigenous knowledge for the current generations that need to be more knowledgeable about these systems and future generations. With the example of bogwera, the chapter studies the role that digital technologies can play in protecting and preserving indigenous knowledge systems in the Taung community in North West, South Africa.
- Full Text:
Directive counselling undermines “safe” abortion
- Mavuso, Jabulile M-J J, Macleod, Catriona I, du Toit, Ryan
- Authors: Mavuso, Jabulile M-J J , Macleod, Catriona I , du Toit, Ryan
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434096 , vital:73031 , ISBN 97817936442138 , https://rowman.com/ISBN/9781793644213/Sexual-and-Reproductive-Justice-From-the-Margins-to-the-Centre
- Description: Sexual and Reproductive Justice: From the Margins to the Centre offers new insights and perspectives on sexual and reproductive justice. The thought-provoking and diverse contributions in this volume — which range from indigenous approaches to sexual violence to gender-affirming primary and mental healthcare — extend sexual and reproductive justice scholarship, and spark critical questions, novel thinking, and ongoing dialogue in this field.
- Full Text:
- Authors: Mavuso, Jabulile M-J J , Macleod, Catriona I , du Toit, Ryan
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434096 , vital:73031 , ISBN 97817936442138 , https://rowman.com/ISBN/9781793644213/Sexual-and-Reproductive-Justice-From-the-Margins-to-the-Centre
- Description: Sexual and Reproductive Justice: From the Margins to the Centre offers new insights and perspectives on sexual and reproductive justice. The thought-provoking and diverse contributions in this volume — which range from indigenous approaches to sexual violence to gender-affirming primary and mental healthcare — extend sexual and reproductive justice scholarship, and spark critical questions, novel thinking, and ongoing dialogue in this field.
- Full Text:
Gender and Culture Shock at University: Perspectives of First-Year Male Students From a Public University in South Africa
- Authors: Aiseng, Kealeboga
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/453392 , vital:75250 , ISBN 9781668469613 , DOI: 10.4018/978-1-6684-6961-3.ch006
- Description: The chapter seeks to embark on a qualitative study with first-year male students from a public university in South Africa to understand their adjustment and adapting to university life due to challenges with gender and sexuality matters that they face. The authors is mostly interested in male students as they are the usual perpetrators of gender and sexuality offences in universities. With this chapter, the author wants to understand the experiences of these students as they transition from one world (their hometowns) to another (university campuses). Of interest in this study is that some of the students at this university come from previously disadvantaged backgrounds: villages, townships, and farmsteads. Some of them have gone through traditional rites of passage such as initiation schools; others come from patriarchal backgrounds and heteronormative backgrounds.
- Full Text:
- Authors: Aiseng, Kealeboga
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/453392 , vital:75250 , ISBN 9781668469613 , DOI: 10.4018/978-1-6684-6961-3.ch006
- Description: The chapter seeks to embark on a qualitative study with first-year male students from a public university in South Africa to understand their adjustment and adapting to university life due to challenges with gender and sexuality matters that they face. The authors is mostly interested in male students as they are the usual perpetrators of gender and sexuality offences in universities. With this chapter, the author wants to understand the experiences of these students as they transition from one world (their hometowns) to another (university campuses). Of interest in this study is that some of the students at this university come from previously disadvantaged backgrounds: villages, townships, and farmsteads. Some of them have gone through traditional rites of passage such as initiation schools; others come from patriarchal backgrounds and heteronormative backgrounds.
- Full Text:
Grandmothers of the sea: Stories and lessons from five Xhosa ocean elders
- Francis, Buhle, McGarry Dylan K
- Authors: Francis, Buhle , McGarry Dylan K
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/433926 , vital:73010 , ISBN 9781003355199 , https://www.taylorfrancis.com/chapters/edit/10.4324/9781003355199-12/grandmothers-sea-buhle-francis-dylan-mcgarry
- Description: We surface a historical, political, spiritual, economic and cultural analysis made by five Xhosa Grandmothers based in the Eastern Cape, regarding their entangled relationship with the Ocean. A nuanced, complex relationship with the ocean and the politics of natural resource management in South Africa emerged from our interviews, as scholar-activists, with these Grandmothers, and this chapter attempts to explore how a gendered upbringing, with its associated roles and responsibilities, have created a unique relationship with the ocean that must be understood in all its nuanced and complex facets. We explore how the identities and values of these Xhosa Grandmothers are relationally entangled with the ocean and politics of South Africa, and explore the deep ecological knowledge that they hold, yet is shamelessly ignored. Through their own renderings, we unpack the rich understanding of marine species, customary rights, ocean policy and governance practices that impact, impede and complicate their lives. Working with first-hand accounts (stories translated from Xhosa), the Grandmothers provide a nuanced and brazen analysis of the status quo of ocean governance, ocean literacy and policy. They unpack what interventions are needed, and call for a response that recognises Grandmothers as central to South Africa’s wellbeing, a health that sits precariously with the complex realities of older women’s entangled and diverse vulnerabilities. Finally, the firsthand accounts and analyses made by the Grandmothers, offer a politically rigorous contribution to the field of hydrofeminism, one told in their own way, using their own idiomatic rendering, with their own metaphors and figurations.
- Full Text:
- Authors: Francis, Buhle , McGarry Dylan K
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/433926 , vital:73010 , ISBN 9781003355199 , https://www.taylorfrancis.com/chapters/edit/10.4324/9781003355199-12/grandmothers-sea-buhle-francis-dylan-mcgarry
- Description: We surface a historical, political, spiritual, economic and cultural analysis made by five Xhosa Grandmothers based in the Eastern Cape, regarding their entangled relationship with the Ocean. A nuanced, complex relationship with the ocean and the politics of natural resource management in South Africa emerged from our interviews, as scholar-activists, with these Grandmothers, and this chapter attempts to explore how a gendered upbringing, with its associated roles and responsibilities, have created a unique relationship with the ocean that must be understood in all its nuanced and complex facets. We explore how the identities and values of these Xhosa Grandmothers are relationally entangled with the ocean and politics of South Africa, and explore the deep ecological knowledge that they hold, yet is shamelessly ignored. Through their own renderings, we unpack the rich understanding of marine species, customary rights, ocean policy and governance practices that impact, impede and complicate their lives. Working with first-hand accounts (stories translated from Xhosa), the Grandmothers provide a nuanced and brazen analysis of the status quo of ocean governance, ocean literacy and policy. They unpack what interventions are needed, and call for a response that recognises Grandmothers as central to South Africa’s wellbeing, a health that sits precariously with the complex realities of older women’s entangled and diverse vulnerabilities. Finally, the firsthand accounts and analyses made by the Grandmothers, offer a politically rigorous contribution to the field of hydrofeminism, one told in their own way, using their own idiomatic rendering, with their own metaphors and figurations.
- Full Text:
Introducing VET Africa 4.0
- Lotz-Sisitka, Heila, McGrath, Simon
- Authors: Lotz-Sisitka, Heila , McGrath, Simon
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434930 , vital:73117 , ISBN 978-1529224634 , https://bristoluniversitypress.co.uk/transitioning-vocational-education-and-training-in-africa
- Description: This book is about vocational education and training (VET). It is concerned with how the current policy and practice orthodoxy is not working despite the efforts of educators and learners. It is driven by a realization that the futures for which VET is intended to prepare people are ever more precarious at the individual, societal and planetary levels. And it is motivated by a sense that while better futures are possible, VET is poorly positioned to respond to the new skilling needs these will require.
- Full Text:
- Authors: Lotz-Sisitka, Heila , McGrath, Simon
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434930 , vital:73117 , ISBN 978-1529224634 , https://bristoluniversitypress.co.uk/transitioning-vocational-education-and-training-in-africa
- Description: This book is about vocational education and training (VET). It is concerned with how the current policy and practice orthodoxy is not working despite the efforts of educators and learners. It is driven by a realization that the futures for which VET is intended to prepare people are ever more precarious at the individual, societal and planetary levels. And it is motivated by a sense that while better futures are possible, VET is poorly positioned to respond to the new skilling needs these will require.
- Full Text:
Social ecosystem for skills research inclusivity, relationality and informality
- Metelerkamp, Luke, Monk, David
- Authors: Metelerkamp, Luke , Monk, David
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434871 , vital:73112 , ISBN 978-1529224634 , https://bristoluniversitypress.co.uk/transitioning-vocational-education-and-training-in-africa
- Description: Eighty per cent of Africans work in the informal economy. In this chapter, we consider the highly informal, unregulated and often marginalized contexts that form the majority experience of living, working and learning. Situating the praxis of horizontal learning within these very normal contexts of informality demands renewed analysis into the questions of how horizontal learning is facilitated, by whom, with what resources, and why. Following on from Chapter 4, we develop our approach to social ecosystems further through two empirical case studies offering distinct lenses on to the informal sector. In Gulu, we consider the current dynamics of learning and inclusion among informal traders at a local market and in a set of food and clothing initiatives; in Alice, we reflect on an intentional effort on behalf of established, formal institutions to explore new approaches to teaching and learning through support of expansive informal learning in the context of food growing. While our focus across the book is on the range of labour markets and livelihood opportunities, it is appropriate to start our empirical chapters by focusing on the labour market of the majority.
- Full Text:
- Authors: Metelerkamp, Luke , Monk, David
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434871 , vital:73112 , ISBN 978-1529224634 , https://bristoluniversitypress.co.uk/transitioning-vocational-education-and-training-in-africa
- Description: Eighty per cent of Africans work in the informal economy. In this chapter, we consider the highly informal, unregulated and often marginalized contexts that form the majority experience of living, working and learning. Situating the praxis of horizontal learning within these very normal contexts of informality demands renewed analysis into the questions of how horizontal learning is facilitated, by whom, with what resources, and why. Following on from Chapter 4, we develop our approach to social ecosystems further through two empirical case studies offering distinct lenses on to the informal sector. In Gulu, we consider the current dynamics of learning and inclusion among informal traders at a local market and in a set of food and clothing initiatives; in Alice, we reflect on an intentional effort on behalf of established, formal institutions to explore new approaches to teaching and learning through support of expansive informal learning in the context of food growing. While our focus across the book is on the range of labour markets and livelihood opportunities, it is appropriate to start our empirical chapters by focusing on the labour market of the majority.
- Full Text:
Supporting Education for Sustainable Development through an Online Global Forum for Teacher Educators
- Schudel, Ingrid J, Down, Lorna, McKeown, Rosalyn, Baumann, Stefan, Petersen, Andrew, Urenje, Shepherd
- Authors: Schudel, Ingrid J , Down, Lorna , McKeown, Rosalyn , Baumann, Stefan , Petersen, Andrew , Urenje, Shepherd
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435283 , vital:73144 , ISBN 9781538153840 , https://rowman.com/ISBN/9781538153833/At-School-in-the-World-Developing-Globally-Engaged-Teachers
- Description: The Online Global Forum on Education for Sustainable De-velopment (ESD) for Teacher Educators was launched in 2019 by colleagues from three continents who formed a group called ESD Innovate (hereinafter also referred to as Forum founders). ESD Innovate is made up of three African representatives, two European, and two from North America and the Caribbean. The group was formed during the Inter-national Network of Teacher Education Institutions (INTEI) conference in 2016. In discussions at this conference, we (the authors of this chapter and those who formed ESD In-novate) heard the need for ongoing professional develop-ment in ESD for teacher educators. Professional develop-ment programs regarding ESD are available for in-service teachers in some regions of the world, but few are available for teacher educators, especially initiatives designed for sus-tained engagement. Thus, the Forum aims to meet the need for continuing professional development of teacher educa-tors with an ESD focus. Additionally, the Forum was de-signed to bring teacher educators together from all over the world to facilitate collaboration between and among teacher educators and their student teachers in an intellectual dia-logue on the response of teacher education to the Sustaina-ble Development Goals (United Nations, 2015). At the same time, we aimed to share local and global experiences on the realization of relevance and education quality through ESD.
- Full Text:
- Authors: Schudel, Ingrid J , Down, Lorna , McKeown, Rosalyn , Baumann, Stefan , Petersen, Andrew , Urenje, Shepherd
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435283 , vital:73144 , ISBN 9781538153840 , https://rowman.com/ISBN/9781538153833/At-School-in-the-World-Developing-Globally-Engaged-Teachers
- Description: The Online Global Forum on Education for Sustainable De-velopment (ESD) for Teacher Educators was launched in 2019 by colleagues from three continents who formed a group called ESD Innovate (hereinafter also referred to as Forum founders). ESD Innovate is made up of three African representatives, two European, and two from North America and the Caribbean. The group was formed during the Inter-national Network of Teacher Education Institutions (INTEI) conference in 2016. In discussions at this conference, we (the authors of this chapter and those who formed ESD In-novate) heard the need for ongoing professional develop-ment in ESD for teacher educators. Professional develop-ment programs regarding ESD are available for in-service teachers in some regions of the world, but few are available for teacher educators, especially initiatives designed for sus-tained engagement. Thus, the Forum aims to meet the need for continuing professional development of teacher educa-tors with an ESD focus. Additionally, the Forum was de-signed to bring teacher educators together from all over the world to facilitate collaboration between and among teacher educators and their student teachers in an intellectual dia-logue on the response of teacher education to the Sustaina-ble Development Goals (United Nations, 2015). At the same time, we aimed to share local and global experiences on the realization of relevance and education quality through ESD.
- Full Text:
The Emancipatory Nature of Transformative Agency
- Lotz-Sisitka, Heila, Thifhulufhelwi, Reuben, Chikunda, Charles, Mponwana, Maletje
- Authors: Lotz-Sisitka, Heila , Thifhulufhelwi, Reuben , Chikunda, Charles , Mponwana, Maletje
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436175 , vital:73232 , ISBN 9781009153799 , https://doi.org/10.1017/9781009153799
- Description: Cultural-historical activity theory (CHAT) research has established an impressive body of scholarship that advances social understanding of human agency in the transformation of society, much of which is captured in contributions to this volume (cf. Hopwood (Chapter 15); Sannino (Chapter 2); Stetsenko (Chapter 3); Bal and Bird Bear (Chapter 8)). The main tenets of this work, building on the historical legacy of Vygotsky and Marx, affirm that humans are not passive recipients of external stimuli or influences but are active co-creators of the world (s) they inhabit. They are capable of using and producing cultural tools to take power over their own volitional action (s)(cf. Sannino, 2015, Chap-ter 2 of this volume; Hopwood and Gottshalk, 2017). Vygotsky’s major legacy in coming to understand transformative agency is that the cultural tools produced and used as mediational means are critical in the emergence of transformative agency (Sannino, 2015, 2020, Chapter 2 of this volume; Stetsenko, 2019; Hopwood, Chapter 15 of this volume) and thus in the transformation of human activity. As shown by Sannino (2015, 2020), such tools offer stimulus for volitional action that can break paralysis, especially when conflicts of motives are experienced.
- Full Text:
- Authors: Lotz-Sisitka, Heila , Thifhulufhelwi, Reuben , Chikunda, Charles , Mponwana, Maletje
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436175 , vital:73232 , ISBN 9781009153799 , https://doi.org/10.1017/9781009153799
- Description: Cultural-historical activity theory (CHAT) research has established an impressive body of scholarship that advances social understanding of human agency in the transformation of society, much of which is captured in contributions to this volume (cf. Hopwood (Chapter 15); Sannino (Chapter 2); Stetsenko (Chapter 3); Bal and Bird Bear (Chapter 8)). The main tenets of this work, building on the historical legacy of Vygotsky and Marx, affirm that humans are not passive recipients of external stimuli or influences but are active co-creators of the world (s) they inhabit. They are capable of using and producing cultural tools to take power over their own volitional action (s)(cf. Sannino, 2015, Chap-ter 2 of this volume; Hopwood and Gottshalk, 2017). Vygotsky’s major legacy in coming to understand transformative agency is that the cultural tools produced and used as mediational means are critical in the emergence of transformative agency (Sannino, 2015, 2020, Chapter 2 of this volume; Stetsenko, 2019; Hopwood, Chapter 15 of this volume) and thus in the transformation of human activity. As shown by Sannino (2015, 2020), such tools offer stimulus for volitional action that can break paralysis, especially when conflicts of motives are experienced.
- Full Text:
The Role of the University as Mediator in a Skills Ecosystem Approach to VET
- Lotz-Sisitka, Heila, Openjuru, George, Zeelen, Jacques
- Authors: Lotz-Sisitka, Heila , Openjuru, George , Zeelen, Jacques
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434907 , vital:73115 , ISBN 978-1529224634 , https://bristoluniversitypress.co.uk/transitioning-vocational-education-and-training-in-africa
- Description: In this chapter, we focus particularly on the mediating role of the university, in close connection with vocational institutions and informal community actors, in developing an inclusive approach to vocational education and training (VET) through an expanded social ecosystem for skills model. Here we draw upon lessons learnt from the Alice and Gulu cases on communitybased approaches to establishing an expanded skills ecosystem approach to VET in Africa. The main ques-tion guiding this chapter relates to the possible mediating role of the university to enhance a regional expanded ecosystem for supporting quality vocational education that is also rele-vant to its context, including emergent possibilities to build skills and livelihoods linked to just transitions. Universities are not VET centres as conventionally understood, but they can contribute to VET in various ways. Most often, universities are identified as contributing to the qualifications and training of VET educators. In this chapter, we take a different angle and consider the role of engaged research and community engagement as two approaches that can contribute to the advancement of an expanded social ecosystem model with positive benefits for VET institutions. Drawing on insights gained in the earlier chapters of this book requires us to take into account several important realities as previously dis-cussed, as well as key ingredients for the development of a regional skills ecosystem of vocational education, as demon-strated by the two cases considered in this chapter.
- Full Text:
- Authors: Lotz-Sisitka, Heila , Openjuru, George , Zeelen, Jacques
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434907 , vital:73115 , ISBN 978-1529224634 , https://bristoluniversitypress.co.uk/transitioning-vocational-education-and-training-in-africa
- Description: In this chapter, we focus particularly on the mediating role of the university, in close connection with vocational institutions and informal community actors, in developing an inclusive approach to vocational education and training (VET) through an expanded social ecosystem for skills model. Here we draw upon lessons learnt from the Alice and Gulu cases on communitybased approaches to establishing an expanded skills ecosystem approach to VET in Africa. The main ques-tion guiding this chapter relates to the possible mediating role of the university to enhance a regional expanded ecosystem for supporting quality vocational education that is also rele-vant to its context, including emergent possibilities to build skills and livelihoods linked to just transitions. Universities are not VET centres as conventionally understood, but they can contribute to VET in various ways. Most often, universities are identified as contributing to the qualifications and training of VET educators. In this chapter, we take a different angle and consider the role of engaged research and community engagement as two approaches that can contribute to the advancement of an expanded social ecosystem model with positive benefits for VET institutions. Drawing on insights gained in the earlier chapters of this book requires us to take into account several important realities as previously dis-cussed, as well as key ingredients for the development of a regional skills ecosystem of vocational education, as demon-strated by the two cases considered in this chapter.
- Full Text:
Tragic Optimism: A Psychobiography of Morgan Richard Tsvangirai.
- Harry, Tinashe T, van Niekerk, Roelf
- Authors: Harry, Tinashe T , van Niekerk, Roelf
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434439 , vital:73060 , ISBN 978-3-031-28826-5 , https://link.springer.com/chapter/10.1007/978-3-031-28827-2_5
- Description: For many Zimbabweans, Morgan Richard Tsvangirai (1952–2018) became the face of courage and hope during his political career. Tsvangirai was subjected to and witnessed political violence, physical abuse, brutality, emotional humiliation, unlawful detentions, and persecution. He challenged the ruling party in Zimbabwe, and his leadership gave many people hope for the future. In the context of living in a colonial era, poverty, and having to endure the brutality of the Mugabe era, he lived a meaningful life that saw him becoming a Prime Minister of Zimbabwe (2009–2013). This single-case study explores and describes Tsvangirai’s life and interprets it in terms of Frankl’s existential theory. More specifically, Tsvangirai’s life is interpreted from the perspective of Frankl’s three triads, the fundamental, meaning, and tragic triads, as well as the noetic dimension. Tsvangirai was selected through purposive sampling based on his important role in Zimbabwean politics. The primary source of data was biographical and autobiographical publications. The findings indicate that Tsvangirai shifted emphasis within the meaning triad in living a meaningful life and that he was able to use the human capacity of self-distancing/detachment and self-transcendence to find meaning in his life. This chapter sheds light on how individuals make sense of their circumstances and search for meaning and purpose in adverse conditions. It also contributes towards the development of psychobiographical research among non-WEIRD samples.
- Full Text:
- Authors: Harry, Tinashe T , van Niekerk, Roelf
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434439 , vital:73060 , ISBN 978-3-031-28826-5 , https://link.springer.com/chapter/10.1007/978-3-031-28827-2_5
- Description: For many Zimbabweans, Morgan Richard Tsvangirai (1952–2018) became the face of courage and hope during his political career. Tsvangirai was subjected to and witnessed political violence, physical abuse, brutality, emotional humiliation, unlawful detentions, and persecution. He challenged the ruling party in Zimbabwe, and his leadership gave many people hope for the future. In the context of living in a colonial era, poverty, and having to endure the brutality of the Mugabe era, he lived a meaningful life that saw him becoming a Prime Minister of Zimbabwe (2009–2013). This single-case study explores and describes Tsvangirai’s life and interprets it in terms of Frankl’s existential theory. More specifically, Tsvangirai’s life is interpreted from the perspective of Frankl’s three triads, the fundamental, meaning, and tragic triads, as well as the noetic dimension. Tsvangirai was selected through purposive sampling based on his important role in Zimbabwean politics. The primary source of data was biographical and autobiographical publications. The findings indicate that Tsvangirai shifted emphasis within the meaning triad in living a meaningful life and that he was able to use the human capacity of self-distancing/detachment and self-transcendence to find meaning in his life. This chapter sheds light on how individuals make sense of their circumstances and search for meaning and purpose in adverse conditions. It also contributes towards the development of psychobiographical research among non-WEIRD samples.
- Full Text:
Water, Transport, Oil and Food: A Political–Economy–Ecology Lens on Changing Conceptions of Work, Learning and Skills Development in Africa
- Authors: Lotz-Sisitka, Heila
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434894 , vital:73114 , ISBN 978-1529224634 , https://bristoluniversitypress.co.uk/transitioning-vocational-education-and-training-in-africa
- Description: Not enough has been said about the kinds of skills develop-ment that are needed if we are to stem the rising tides and impacts of political economies that have been driving what some call ‘fossil capital’(Malm, 2016). In this book, we are producing an emerging argument that it is necessary to also rethink and reframe vocational education and training (VET) logics and approaches if we are to fully consider the implica-tions of a warming future. This chapter provides the context of why this is such an urgent challenge and some thinking tools for understanding where we have come from and where we need to go. The prognosis is that it is now almost impossible to stop global warming below 2oC. The 2021 In-tergovernmental Panel on Climate Change (IPCC) report is-sued a ‘red alert’for humanity, noting climate change to be one of the most severe challenges facing human societies for decades and potentially centuries to come. Scientists are warning that we have entered a new ‘geological epoch’, named the ‘Anthropocene’, in which human activity, especial-ly the release of carbon dioxide into the atmosphere through fossil-based pollution, is transforming the stability of the earth system and creating knock on effects such as ice melt and methane release, which exacerbate the impacts of pollutants on the stability of the earth system.
- Full Text:
- Authors: Lotz-Sisitka, Heila
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434894 , vital:73114 , ISBN 978-1529224634 , https://bristoluniversitypress.co.uk/transitioning-vocational-education-and-training-in-africa
- Description: Not enough has been said about the kinds of skills develop-ment that are needed if we are to stem the rising tides and impacts of political economies that have been driving what some call ‘fossil capital’(Malm, 2016). In this book, we are producing an emerging argument that it is necessary to also rethink and reframe vocational education and training (VET) logics and approaches if we are to fully consider the implica-tions of a warming future. This chapter provides the context of why this is such an urgent challenge and some thinking tools for understanding where we have come from and where we need to go. The prognosis is that it is now almost impossible to stop global warming below 2oC. The 2021 In-tergovernmental Panel on Climate Change (IPCC) report is-sued a ‘red alert’for humanity, noting climate change to be one of the most severe challenges facing human societies for decades and potentially centuries to come. Scientists are warning that we have entered a new ‘geological epoch’, named the ‘Anthropocene’, in which human activity, especial-ly the release of carbon dioxide into the atmosphere through fossil-based pollution, is transforming the stability of the earth system and creating knock on effects such as ice melt and methane release, which exacerbate the impacts of pollutants on the stability of the earth system.
- Full Text:
- «
- ‹
- 1
- ›
- »