Cognitive justice and environmental learning in South African social movements
- Authors: Burt, Jane Caroline
- Date: 2021-04
- Subjects: Transformative learning , Water security -- South Africa , Environmental education -- South Africa , EEASA (Organization) , Civil society -- South Africa , Water justice , Cognitive justice
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/174437 , vital:42477 , http://dx.doi.org/10.21504/10962/174437
- Description: This thesis by publication is an applied study into transformative learning as an emancipatory practice for water justice. It is guided by the core research question: How can cognitively just learning be an activist practice in social movements working towards water justice? To address this question, I use the applied critical realist approach which makes use of three moments of moral reasoning which are very similar to the approach adopted in the learning intervention that is the focus of this research. These three moments are: Diagnose, Explain, Act – sometimes known as the DEA model (Bhaskar, 2008, 243; Munnik & Price, 2015). The research object is the Changing Practice course for community-based environmental and social movements. The course was developed and studied over seven years, starting from the reflexive scholarship of environmental learning in South Africa, particularly the adult learning model of working together/working away developed through the Environmental Education Association of Southern Africa in partnership with the Environmental Learning Research Centre at Rhodes University (Lotz-Sisitka & Raven, 2004). We (the facilitators/educators) ran the Changing Practice course three times (2012-2014; 2014-2016; 2016-2018), in which I generated substantive data which forms the empirical base on which this study was developed. We found the concept of cognitive justice (Visvanathan, 2005; de Sousa Santos, 2016) to be a powerful mobilizing concept with which to carry out emancipatory research and learning, in three ways. First, it brought together a group of researchers, activists and practitioners from different organizations to work on how to strengthen the role of civil society in monitoring government water policy and practice (Wilson et al., 2016). Second, within the Changing Practice course itself, it became a principle for guiding learning design and pedagogy as well as a way of engaging in dialogue with the participants around the politics of knowledge, exclusion and inclusion in knowledge production, systems of oppression and multiple knowledges (Wilson et al., 2016; Burt et al., 2018). Thirdly, the participants’ change projects (the applied projects undertaken during the ‘working away’ phase between course modules), allowed participants to draw on different knowledge systems, which they learnt to do in the ‘working together’ modules, and to address cognitive justice concerns linked to environmental justice. The change projects also challenged our learning pedagogy by raising contradictions in the course’s approach to learning that needed to be transformed in order for our pedagogy to be more cognitively just. Throughout this thesis I argue that the work of cognitive justice deepens the connections between people, institutions and structures, particularly in relation to transformative learning. Our intention was to identify and critique structures and ideologies that perpetuated oppressive relations, and then to identify and enact the work needed towards transforming these relations. This is why I often refer to cognitive justice as a solidarity and mobilizing concept, and I use the term cognitive justice praxis to mean the reflection and actions that are needed to enact cognitive just learning. The facilitators and participants of the Changing Practice course worked to remove the layered effects of oppression both in the practice of water justice and in the learning process itself. We worked, however imperfectly, with a caring, collectively-held ethic towards each other and the world. Using the DEA model I applied the critical realist dialectic to analyse contradictions and generate explanations through four articles as reflexive writing projects (See Part 2 of this thesis). I used the critical realist dialectic both to reveal contradictions, investigate how these contradictions have come to be, and to generate alternative explanations and action to absent them. Through this research I identified four essential mechanisms for cognitively just environmental learning: care work, co-learning, reflexivity and an interdisciplinary approach to learning scholarship as learning praxis. The essential elements that made the Changing Practice course so effective were the working together/working away design, the encouraging of participants to make the change project something they were passionate about, and the situating and grounding of the Changing Practice course within a social movement network. We were able to show that for academic scholarship to contribute meaningfully to cognitively just learning praxis, it needs to be collaborative and reflexive, and start from the embodied historical and contextual experience of learning as experienced and understood by participants on the course. This demanded an interdisciplinary approach to work with contradictions in learning practice, one that could take into consideration different knowledges and knowledge practices beyond professional disciplines. Both social movement communities and scholarly communities have valuable knowledge to offer each other. As argued in article one, rather than a lack of knowledge, what more often limits our emancipatory action are factors that prevent us from coming closer together. (Burt et al, 2018) This research revealed that social movement learning towards water justice is multi-level care work, the four levels being: individual psychology, our relations with others, our relations with structures such as our social movements, and our relations with the planet. When such care work attains self- reflexivity, practice-reflexivity, co-learning and collective scholarship, it is able to absent the contradictions that inhibit cognitive justice. This thesis is a record of our attempts to learn how to achieve this.
- Full Text:
- Date Issued: 2021-04
- Authors: Burt, Jane Caroline
- Date: 2021-04
- Subjects: Transformative learning , Water security -- South Africa , Environmental education -- South Africa , EEASA (Organization) , Civil society -- South Africa , Water justice , Cognitive justice
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/174437 , vital:42477 , http://dx.doi.org/10.21504/10962/174437
- Description: This thesis by publication is an applied study into transformative learning as an emancipatory practice for water justice. It is guided by the core research question: How can cognitively just learning be an activist practice in social movements working towards water justice? To address this question, I use the applied critical realist approach which makes use of three moments of moral reasoning which are very similar to the approach adopted in the learning intervention that is the focus of this research. These three moments are: Diagnose, Explain, Act – sometimes known as the DEA model (Bhaskar, 2008, 243; Munnik & Price, 2015). The research object is the Changing Practice course for community-based environmental and social movements. The course was developed and studied over seven years, starting from the reflexive scholarship of environmental learning in South Africa, particularly the adult learning model of working together/working away developed through the Environmental Education Association of Southern Africa in partnership with the Environmental Learning Research Centre at Rhodes University (Lotz-Sisitka & Raven, 2004). We (the facilitators/educators) ran the Changing Practice course three times (2012-2014; 2014-2016; 2016-2018), in which I generated substantive data which forms the empirical base on which this study was developed. We found the concept of cognitive justice (Visvanathan, 2005; de Sousa Santos, 2016) to be a powerful mobilizing concept with which to carry out emancipatory research and learning, in three ways. First, it brought together a group of researchers, activists and practitioners from different organizations to work on how to strengthen the role of civil society in monitoring government water policy and practice (Wilson et al., 2016). Second, within the Changing Practice course itself, it became a principle for guiding learning design and pedagogy as well as a way of engaging in dialogue with the participants around the politics of knowledge, exclusion and inclusion in knowledge production, systems of oppression and multiple knowledges (Wilson et al., 2016; Burt et al., 2018). Thirdly, the participants’ change projects (the applied projects undertaken during the ‘working away’ phase between course modules), allowed participants to draw on different knowledge systems, which they learnt to do in the ‘working together’ modules, and to address cognitive justice concerns linked to environmental justice. The change projects also challenged our learning pedagogy by raising contradictions in the course’s approach to learning that needed to be transformed in order for our pedagogy to be more cognitively just. Throughout this thesis I argue that the work of cognitive justice deepens the connections between people, institutions and structures, particularly in relation to transformative learning. Our intention was to identify and critique structures and ideologies that perpetuated oppressive relations, and then to identify and enact the work needed towards transforming these relations. This is why I often refer to cognitive justice as a solidarity and mobilizing concept, and I use the term cognitive justice praxis to mean the reflection and actions that are needed to enact cognitive just learning. The facilitators and participants of the Changing Practice course worked to remove the layered effects of oppression both in the practice of water justice and in the learning process itself. We worked, however imperfectly, with a caring, collectively-held ethic towards each other and the world. Using the DEA model I applied the critical realist dialectic to analyse contradictions and generate explanations through four articles as reflexive writing projects (See Part 2 of this thesis). I used the critical realist dialectic both to reveal contradictions, investigate how these contradictions have come to be, and to generate alternative explanations and action to absent them. Through this research I identified four essential mechanisms for cognitively just environmental learning: care work, co-learning, reflexivity and an interdisciplinary approach to learning scholarship as learning praxis. The essential elements that made the Changing Practice course so effective were the working together/working away design, the encouraging of participants to make the change project something they were passionate about, and the situating and grounding of the Changing Practice course within a social movement network. We were able to show that for academic scholarship to contribute meaningfully to cognitively just learning praxis, it needs to be collaborative and reflexive, and start from the embodied historical and contextual experience of learning as experienced and understood by participants on the course. This demanded an interdisciplinary approach to work with contradictions in learning practice, one that could take into consideration different knowledges and knowledge practices beyond professional disciplines. Both social movement communities and scholarly communities have valuable knowledge to offer each other. As argued in article one, rather than a lack of knowledge, what more often limits our emancipatory action are factors that prevent us from coming closer together. (Burt et al, 2018) This research revealed that social movement learning towards water justice is multi-level care work, the four levels being: individual psychology, our relations with others, our relations with structures such as our social movements, and our relations with the planet. When such care work attains self- reflexivity, practice-reflexivity, co-learning and collective scholarship, it is able to absent the contradictions that inhibit cognitive justice. This thesis is a record of our attempts to learn how to achieve this.
- Full Text:
- Date Issued: 2021-04
In-betweenness: a postcolonial exploration of sociocultural intergenerational learning through cattle as a medium of cultural expression in Mpembeni, KwaZulu-Natal
- Authors: Masuku, Lynette Sibongile
- Date: 2019
- Subjects: Postcolonialism , Environmental education -- South Africa , Community education -- South Africa -- KwaZulu Natal , Non-formal education -- South Africa -- KwaZulu Natal , Agricultural education -- South Africa -- KwaZulu Natal , Livestock -- Handling -- South Africa -- KwaZulu Natal , Cattle -- Handling -- South Africa -- KwaZulu Natal , Cattle herding -- South Africa -- KwaZulu Natal , Life skills -- Study and teaching -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/68181 , vital:29213
- Description: This case study was conducted in a small rural community called Mpembeni, in South Africa’s KwaZulu-Natal province. It was motivated by my observation of high levels of competence in ‘cattle knowledge’ amongst children coupled with a simultaneous failure at school. I view schools as integral parts of the community and consider them as being influenced by the community, which they in turn influence. This study set out to understand that which embodied informal learning in home/pasture-based contexts as well as formalised learning processes in schools. I used Sociocultural theory as the most congruent of educational theories to surface and illuminate the intergenerational learning processes that were taking place in the area. This warranted my use of research investigation methods that could, in non-intrusive ways, expose the everyday community practices that related to cattle as a particular medium of cultural expression. Ethnography, sourced from anthropology, aided by ethnomethods, was not only compatible with my study and the way in which I wanted to write out the research report, but also with my educational theory and its counterhegemonic intents. To understand the colonialities that framed the discord that embodied home and school as learning contexts, I used postcolonial theory, not only as a lens but as a counterhegemonic response. This theory also informed my research methodology as well as afforded me the reflexivity tools for an examination of my own intergenerational learning and the relational identities of myself as ‘Other’ in the lives of the research participants. It further facilitated the exploration of the potential for potential hybrid third spaces within the bubbling meeting nodes of the socio-cultural context of school and home/pasture based settings of learning. I observed cattle herding related practices, interviewed children, their parents and/or carers, dipping tank managers, livestock inspectors, community elders and members. I also analysed some of the written and unwritten content that made up the formal and informal based learning processes and reviewed some of the most recent South African Curriculum Statements and related texts on the representations of cattle. I sought views from teachers on their interactions with the people of Mpembeni, whose children they taught. I also explored axes of tension, silences and presences on anything related to cattle in schools. I argue and make a case for the development of thought by African scholars to advance Africa’s education rather than aid mimicry and the importation of theories of little congruence and relevance to the African context and Africa’s future. The study has made some contributions to new knowledge. This is in its exploration of sociocultural intergenerational methods and techniques that are employed for learning in community contexts, highlighting the importance of surfacing and understanding of children’s knowledge and experiences. The study has gone further to deliberate the in-betweenness of school and home learning environments, highlighting and unsilencing silenced, peripherised, new, old, considered irrelevant in the past, context and time congruent and liberatory knowledges. I propose that the knowledges located in these cleavages of difference be utilised to transform and create learning bridges between home and school environments. I propose that those ways of knowing that see others as nothings, be exposed and unlearned. Methods of learning that naturally unfold at home could be replicated at school with a recognition of the intergenerational methods, techniques, practices and the learning values in a critically constructive manner that narrows difference and othering.
- Full Text:
- Date Issued: 2019
- Authors: Masuku, Lynette Sibongile
- Date: 2019
- Subjects: Postcolonialism , Environmental education -- South Africa , Community education -- South Africa -- KwaZulu Natal , Non-formal education -- South Africa -- KwaZulu Natal , Agricultural education -- South Africa -- KwaZulu Natal , Livestock -- Handling -- South Africa -- KwaZulu Natal , Cattle -- Handling -- South Africa -- KwaZulu Natal , Cattle herding -- South Africa -- KwaZulu Natal , Life skills -- Study and teaching -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/68181 , vital:29213
- Description: This case study was conducted in a small rural community called Mpembeni, in South Africa’s KwaZulu-Natal province. It was motivated by my observation of high levels of competence in ‘cattle knowledge’ amongst children coupled with a simultaneous failure at school. I view schools as integral parts of the community and consider them as being influenced by the community, which they in turn influence. This study set out to understand that which embodied informal learning in home/pasture-based contexts as well as formalised learning processes in schools. I used Sociocultural theory as the most congruent of educational theories to surface and illuminate the intergenerational learning processes that were taking place in the area. This warranted my use of research investigation methods that could, in non-intrusive ways, expose the everyday community practices that related to cattle as a particular medium of cultural expression. Ethnography, sourced from anthropology, aided by ethnomethods, was not only compatible with my study and the way in which I wanted to write out the research report, but also with my educational theory and its counterhegemonic intents. To understand the colonialities that framed the discord that embodied home and school as learning contexts, I used postcolonial theory, not only as a lens but as a counterhegemonic response. This theory also informed my research methodology as well as afforded me the reflexivity tools for an examination of my own intergenerational learning and the relational identities of myself as ‘Other’ in the lives of the research participants. It further facilitated the exploration of the potential for potential hybrid third spaces within the bubbling meeting nodes of the socio-cultural context of school and home/pasture based settings of learning. I observed cattle herding related practices, interviewed children, their parents and/or carers, dipping tank managers, livestock inspectors, community elders and members. I also analysed some of the written and unwritten content that made up the formal and informal based learning processes and reviewed some of the most recent South African Curriculum Statements and related texts on the representations of cattle. I sought views from teachers on their interactions with the people of Mpembeni, whose children they taught. I also explored axes of tension, silences and presences on anything related to cattle in schools. I argue and make a case for the development of thought by African scholars to advance Africa’s education rather than aid mimicry and the importation of theories of little congruence and relevance to the African context and Africa’s future. The study has made some contributions to new knowledge. This is in its exploration of sociocultural intergenerational methods and techniques that are employed for learning in community contexts, highlighting the importance of surfacing and understanding of children’s knowledge and experiences. The study has gone further to deliberate the in-betweenness of school and home learning environments, highlighting and unsilencing silenced, peripherised, new, old, considered irrelevant in the past, context and time congruent and liberatory knowledges. I propose that the knowledges located in these cleavages of difference be utilised to transform and create learning bridges between home and school environments. I propose that those ways of knowing that see others as nothings, be exposed and unlearned. Methods of learning that naturally unfold at home could be replicated at school with a recognition of the intergenerational methods, techniques, practices and the learning values in a critically constructive manner that narrows difference and othering.
- Full Text:
- Date Issued: 2019
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