Social innovation that connects people to coasts in the Anthropocene
- Celliers, Louis, Costa, Maria M, Rölfer, Lena, Aswani, Shankar, Ferse, Sebastien
- Authors: Celliers, Louis , Costa, Maria M , Rölfer, Lena , Aswani, Shankar , Ferse, Sebastien
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/391410 , vital:68649 , xlink:href="https://doi.org/10.1017/cft.2023.12"
- Description: Post-industrial society is driving global environmental change, which is a challenge for all generations, current and future. The Anthropocene is the geological epoch in which humans dominate and it is rooted in the past, present, and future. Future sustainability is building on the momentum of the fundamental importance of studying human dynamics and governance of coupled social and ecological systems. In the Anthropocene, social innovation may play a critical role in achieving new pathways to sustainability. This conventional narrative review uses a qualitative analysis anchored in the Grounded Theory Method and a systematic collection and analysis of papers to identify broad types of social innovations. Scientific journal articles published since 2018 were prioritised for inclusion. The six types of social innovation proposed are (a) authentic engagement; (b) artful and engaging communication; (c) urging and compelling change; (d) governance for social-ecological systems; (e) anticipation in governance; and (f) lived experiences and values. The six innovations proposed in this paper can be embedded within, and form part of, social action using a science–society compact for the sustainable development of coasts in the Anthropocene.
- Full Text:
- Authors: Celliers, Louis , Costa, Maria M , Rölfer, Lena , Aswani, Shankar , Ferse, Sebastien
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/391410 , vital:68649 , xlink:href="https://doi.org/10.1017/cft.2023.12"
- Description: Post-industrial society is driving global environmental change, which is a challenge for all generations, current and future. The Anthropocene is the geological epoch in which humans dominate and it is rooted in the past, present, and future. Future sustainability is building on the momentum of the fundamental importance of studying human dynamics and governance of coupled social and ecological systems. In the Anthropocene, social innovation may play a critical role in achieving new pathways to sustainability. This conventional narrative review uses a qualitative analysis anchored in the Grounded Theory Method and a systematic collection and analysis of papers to identify broad types of social innovations. Scientific journal articles published since 2018 were prioritised for inclusion. The six types of social innovation proposed are (a) authentic engagement; (b) artful and engaging communication; (c) urging and compelling change; (d) governance for social-ecological systems; (e) anticipation in governance; and (f) lived experiences and values. The six innovations proposed in this paper can be embedded within, and form part of, social action using a science–society compact for the sustainable development of coasts in the Anthropocene.
- Full Text:
Evaluating Community Engagement Strategies to Manage Stigma in Two African Genomics Studies Involving People Living with Schizophrenia or Rheumatic Heart Disease
- Campbell, Megan, Matshabane, Olivia P, Mqulwana, Sibonile, Mndini, Michael, Nagdee, Mohamed, Stein, Dan J, De Vries, Jantina
- Authors: Campbell, Megan , Matshabane, Olivia P , Mqulwana, Sibonile , Mndini, Michael , Nagdee, Mohamed , Stein, Dan J , De Vries, Jantina
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/302475 , vital:58199 , xlink:href="https://doi.org/10.1155/2021/9926495"
- Description: In global health research and genomics research specifically, community engagement has gained prominence in enhancing ethical conduct, particularly in managing the risk of stigmatization, but there is minimal scientific evidence on how to do this effectively. This article reports on community engagement evaluation strategies in two African genomics studies: the Stigma in African Genomics Research study and the Genomics of Schizophrenia in South African Xhosa People (SAX) study. Within the Stigma in African Genomics Research study, a self-report rating scale and open-ended questions were used to track participant responses to an experiential theatre workshop. The workshop focused on participant experiences of living with schizophrenia or rheumatic heart disease (RHD). While the schizophrenia group reported more alienation and less stigma resistance than the RHD group, both groups demonstrated increased stigma resistance over time, after participating in the workshops. Hearing from others living with and managing the same illness normalised participants’ own experiences and encouraged them. Within the SAX study, a short rating scale and qualitative feedback methods were used to evaluate a Mental Health Literacy Day targeting mental health stigma. Information talks about (i) the symptoms of schizophrenia and treatment options and (ii) the illness experiences of a patient in recovery were rated as the most helpful on the day. Audience members reported that these talks challenged negative perceptions about severe mental illness. Three important learnings emerged from these evaluations: firstly, integration of evaluation strategies at the research study planning phase is likely to promote more effective community engagement. Secondly, a combination of quantitative and qualitative methods that draw on simple descriptive statistics and thematic analysis can provide nuanced perspectives about the value of community engagement. Thirdly, such evidence is necessary in establishing and promoting the science of community engagement in genomics research and health research more broadly.
- Full Text:
- Authors: Campbell, Megan , Matshabane, Olivia P , Mqulwana, Sibonile , Mndini, Michael , Nagdee, Mohamed , Stein, Dan J , De Vries, Jantina
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/302475 , vital:58199 , xlink:href="https://doi.org/10.1155/2021/9926495"
- Description: In global health research and genomics research specifically, community engagement has gained prominence in enhancing ethical conduct, particularly in managing the risk of stigmatization, but there is minimal scientific evidence on how to do this effectively. This article reports on community engagement evaluation strategies in two African genomics studies: the Stigma in African Genomics Research study and the Genomics of Schizophrenia in South African Xhosa People (SAX) study. Within the Stigma in African Genomics Research study, a self-report rating scale and open-ended questions were used to track participant responses to an experiential theatre workshop. The workshop focused on participant experiences of living with schizophrenia or rheumatic heart disease (RHD). While the schizophrenia group reported more alienation and less stigma resistance than the RHD group, both groups demonstrated increased stigma resistance over time, after participating in the workshops. Hearing from others living with and managing the same illness normalised participants’ own experiences and encouraged them. Within the SAX study, a short rating scale and qualitative feedback methods were used to evaluate a Mental Health Literacy Day targeting mental health stigma. Information talks about (i) the symptoms of schizophrenia and treatment options and (ii) the illness experiences of a patient in recovery were rated as the most helpful on the day. Audience members reported that these talks challenged negative perceptions about severe mental illness. Three important learnings emerged from these evaluations: firstly, integration of evaluation strategies at the research study planning phase is likely to promote more effective community engagement. Secondly, a combination of quantitative and qualitative methods that draw on simple descriptive statistics and thematic analysis can provide nuanced perspectives about the value of community engagement. Thirdly, such evidence is necessary in establishing and promoting the science of community engagement in genomics research and health research more broadly.
- Full Text:
The relationship between childhood trauma and schizophrenia in the Genomics of Schizophrenia in the Xhosa people (SAX) study in South Africa
- Mall, Sumaya, Platt, Jonathan M, Temmingh, Henk, Musenge, Eustasius, Campbell, Megan, Susser, Ezra, Stein, Dan J
- Authors: Mall, Sumaya , Platt, Jonathan M , Temmingh, Henk , Musenge, Eustasius , Campbell, Megan , Susser, Ezra , Stein, Dan J
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/302567 , vital:58208 , xlink:href="https://doi.org/10.1017/S0033291719001703"
- Description: Background. Evidence from high-income countries suggests that childhood trauma is associated with schizophrenia. Studies of childhood trauma and schizophrenia in low and middle income (LMIC) countries are limited. This study examined the prevalence of childhood traumatic experiences among cases and controls and the relationship between specific and cumulative childhood traumatic experiences and schizophrenia in a sample in South Africa. Methods. Data were from the Genomics of Schizophrenia in the South African Xhosa people study. Cases with schizophrenia and matched controls were recruited from provincial hospitals and clinics in the Western and Eastern Cape regions in South Africa. Childhood traumatic experiences were measured using the Childhood Trauma Questionnaire (CTQ). Adjusted logistic regression models estimated associations between individual and cumulative childhood traumatic experiences and schizophrenia. Results. Traumatic experiences were more prevalent among cases than controls. The odds of schizophrenia were 2.44 times higher among those who experienced any trauma than those who reported no traumatic experiences (95% CI 1.77–3.37). The odds of schizophrenia were elevated among those who experienced physical/emotional abuse (OR 1.59, CI 1.28–1.97), neglect (OR 1.39, CI 1.16–1.68), and sexual abuse (OR 1.22, CI 1.03–1.45) compared to those who did not. Cumulative physical/emotional abuse and neglect experiences increased the odds of schizophrenia as a dose–response relationship. Conclusion. Childhood trauma is common in this population. Among many other benefits, interventions to prevent childhood trauma may contribute to a decreasing occurrence of schizophrenia.
- Full Text:
- Authors: Mall, Sumaya , Platt, Jonathan M , Temmingh, Henk , Musenge, Eustasius , Campbell, Megan , Susser, Ezra , Stein, Dan J
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/302567 , vital:58208 , xlink:href="https://doi.org/10.1017/S0033291719001703"
- Description: Background. Evidence from high-income countries suggests that childhood trauma is associated with schizophrenia. Studies of childhood trauma and schizophrenia in low and middle income (LMIC) countries are limited. This study examined the prevalence of childhood traumatic experiences among cases and controls and the relationship between specific and cumulative childhood traumatic experiences and schizophrenia in a sample in South Africa. Methods. Data were from the Genomics of Schizophrenia in the South African Xhosa people study. Cases with schizophrenia and matched controls were recruited from provincial hospitals and clinics in the Western and Eastern Cape regions in South Africa. Childhood traumatic experiences were measured using the Childhood Trauma Questionnaire (CTQ). Adjusted logistic regression models estimated associations between individual and cumulative childhood traumatic experiences and schizophrenia. Results. Traumatic experiences were more prevalent among cases than controls. The odds of schizophrenia were 2.44 times higher among those who experienced any trauma than those who reported no traumatic experiences (95% CI 1.77–3.37). The odds of schizophrenia were elevated among those who experienced physical/emotional abuse (OR 1.59, CI 1.28–1.97), neglect (OR 1.39, CI 1.16–1.68), and sexual abuse (OR 1.22, CI 1.03–1.45) compared to those who did not. Cumulative physical/emotional abuse and neglect experiences increased the odds of schizophrenia as a dose–response relationship. Conclusion. Childhood trauma is common in this population. Among many other benefits, interventions to prevent childhood trauma may contribute to a decreasing occurrence of schizophrenia.
- Full Text:
The Transformative Power of Language: From Postcolonial to Knowledge Societies in Africa
- Kaschula, Russell H, Wolff, H Ekkehard
- Authors: Kaschula, Russell H , Wolff, H Ekkehard
- Date: 2020
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174514 , vital:42484 , ISBN 9781108498821
- Description: Language has played a pivotal role in societal transformation in postcolonial Africa towards the creation of globally competitive knowledge societies; however so far, this role has been under-researched and under-estimated. This volume addresses this gap in the literature, by bringing together a team of globally-recognised scholars to explore the effect of language on African postcolonial societies, and how it has contributed to achieving 'mental decolonisation'. A range of languages are explored, both imported (ex-colonial) and indigenous African, and case studies from different spheres of public discourse are investigated, from universities to legal settings. Demonstrating that multilingualism is a resource for, rather than barrier to, successful transformation, this book brings the intellectualisation and institutionalisation of African languages to the forefront of development discourse, and provides an insightful snap-shot of how current academic research, public discourse, political activism and social community engagement have contributed to societal transformation in South Africa.
- Full Text:
- Authors: Kaschula, Russell H , Wolff, H Ekkehard
- Date: 2020
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174514 , vital:42484 , ISBN 9781108498821
- Description: Language has played a pivotal role in societal transformation in postcolonial Africa towards the creation of globally competitive knowledge societies; however so far, this role has been under-researched and under-estimated. This volume addresses this gap in the literature, by bringing together a team of globally-recognised scholars to explore the effect of language on African postcolonial societies, and how it has contributed to achieving 'mental decolonisation'. A range of languages are explored, both imported (ex-colonial) and indigenous African, and case studies from different spheres of public discourse are investigated, from universities to legal settings. Demonstrating that multilingualism is a resource for, rather than barrier to, successful transformation, this book brings the intellectualisation and institutionalisation of African languages to the forefront of development discourse, and provides an insightful snap-shot of how current academic research, public discourse, political activism and social community engagement have contributed to societal transformation in South Africa.
- Full Text:
Transformative Power of Language Policies in Higher Education:
- Kaschula, Russell H, Docrat, Zakeerah
- Authors: Kaschula, Russell H , Docrat, Zakeerah
- Date: 2020
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174502 , vital:42483 , ISBN 9781108498821
- Description: There is a disjuncture between the intentions of the South African constitutional provisions as contained in Section 6, which prescribe that all eleven official languages be treated equitably, and what is happening on the ground at the institutions of higher learning. In these institutions, English remains the primary language of instruction. African languages are encouraged as support languages in certain instances, but no institution has an African language as a medium of instruction (see for example the Rhodes Language Policy, 2019). This chapter calls into question the use of language and argues for purposive interpretation and practical implementation of the constitutional provisions on language. A proper and linguistically sound understanding of multilingualism as a developmental resource–educational, legal and societal–needs to emerge (Wolff, 2016). The constitutional aspects are explicated in the legislative and policy frameworks discussed in this chapter.
- Full Text:
- Authors: Kaschula, Russell H , Docrat, Zakeerah
- Date: 2020
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174502 , vital:42483 , ISBN 9781108498821
- Description: There is a disjuncture between the intentions of the South African constitutional provisions as contained in Section 6, which prescribe that all eleven official languages be treated equitably, and what is happening on the ground at the institutions of higher learning. In these institutions, English remains the primary language of instruction. African languages are encouraged as support languages in certain instances, but no institution has an African language as a medium of instruction (see for example the Rhodes Language Policy, 2019). This chapter calls into question the use of language and argues for purposive interpretation and practical implementation of the constitutional provisions on language. A proper and linguistically sound understanding of multilingualism as a developmental resource–educational, legal and societal–needs to emerge (Wolff, 2016). The constitutional aspects are explicated in the legislative and policy frameworks discussed in this chapter.
- Full Text:
Econo-Language Planning and Transformation in South Africa: From Localisation to Globalisation
- Authors: Kaschula, Russell H
- Date: 2019
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174657 , vital:42498 , ISBN 9781108425346
- Description: This chapter seeks to create an understanding of the historical, sociopolitical and economic context within which language planning has taken place in South Africa (Alexander 1992). Furthermore, the extent to which government agencies and other stakeholder bodies have taken language planning into account when developing economic and development policies within the contemporary global reality will be assessed (Edozie 2004). Policies (if one can call them policies) such as the New Partnership for Africa’s Development (NEPAD), as well as the National Development Plan (NDP) in South Africa are analysed against the backdrop of language policy planning and implementation, to see if there are linkages between opportunity language planning on the ground (Antia 2017) and economic development. In other words does language planning create work opportunities through policy creation and implementation where our languages are seen as resources to be used appropriately in the market place?.
- Full Text:
- Authors: Kaschula, Russell H
- Date: 2019
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174657 , vital:42498 , ISBN 9781108425346
- Description: This chapter seeks to create an understanding of the historical, sociopolitical and economic context within which language planning has taken place in South Africa (Alexander 1992). Furthermore, the extent to which government agencies and other stakeholder bodies have taken language planning into account when developing economic and development policies within the contemporary global reality will be assessed (Edozie 2004). Policies (if one can call them policies) such as the New Partnership for Africa’s Development (NEPAD), as well as the National Development Plan (NDP) in South Africa are analysed against the backdrop of language policy planning and implementation, to see if there are linkages between opportunity language planning on the ground (Antia 2017) and economic development. In other words does language planning create work opportunities through policy creation and implementation where our languages are seen as resources to be used appropriately in the market place?.
- Full Text:
Situated environmental learning in Southern Africa at the start of the UN decade of education for sustainable development
- O'Donoghue, Rob, Lotz-Sisitka, Heila
- Authors: O'Donoghue, Rob , Lotz-Sisitka, Heila
- Date: 2006
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/183059 , vital:43908 , xlink:href="https://doi.org/10.1017/S0814062600001737"
- Description: Within the globalising trajectory of modernism, conservation, then environmental (EE) and now sustainability education (ESD) have each emerged as developing responses to risk produced by and in the modern state. Through adopting a long term process perspective, this paper narrates the emergence of situated learning perspectives and a developing re-orientation of EE at the start of the United Nations Decade of Education for Sustainable Development (UNDESD). We identified the need to examine ESD practice in responses to recent ESD consultations in 14 southern African countries, where a rhetorical marking was noted in discussions on ESD practices, particularly with regard to changing teaching and learning processes. The paper narrates how an interplay of review, research and practical engagement activities have all contributed to an extended critical review of learning interactions in environmental education in an attempt to provide useful perspective for educational activities within the UNDESD. We found that EE and ESD initiatives only acquired more substantive meaning and coherent orientation when examined within ongoing inquiries into situated learning, agency and risk reduction in contexts of poverty, vulnerability and risk, the key concern to us in this paper and the primary focus of the WEHAB (Water, Energy, Health, Agriculture and Biodiversity) sustainable development agenda in the region.
- Full Text:
- Authors: O'Donoghue, Rob , Lotz-Sisitka, Heila
- Date: 2006
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/183059 , vital:43908 , xlink:href="https://doi.org/10.1017/S0814062600001737"
- Description: Within the globalising trajectory of modernism, conservation, then environmental (EE) and now sustainability education (ESD) have each emerged as developing responses to risk produced by and in the modern state. Through adopting a long term process perspective, this paper narrates the emergence of situated learning perspectives and a developing re-orientation of EE at the start of the United Nations Decade of Education for Sustainable Development (UNDESD). We identified the need to examine ESD practice in responses to recent ESD consultations in 14 southern African countries, where a rhetorical marking was noted in discussions on ESD practices, particularly with regard to changing teaching and learning processes. The paper narrates how an interplay of review, research and practical engagement activities have all contributed to an extended critical review of learning interactions in environmental education in an attempt to provide useful perspective for educational activities within the UNDESD. We found that EE and ESD initiatives only acquired more substantive meaning and coherent orientation when examined within ongoing inquiries into situated learning, agency and risk reduction in contexts of poverty, vulnerability and risk, the key concern to us in this paper and the primary focus of the WEHAB (Water, Energy, Health, Agriculture and Biodiversity) sustainable development agenda in the region.
- Full Text:
- «
- ‹
- 1
- ›
- »