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:
- 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:
Using a social-ecological systems approach to investigate hillslope seep wetlands ecosystem structure and functionality in the Tsitsa River catchment, Eastern Cape, South Africa
- Authors: Libala, Notiswa
- Date: 2019
- Subjects: Wetland management -- South Africa -- Eastern Cape , Wetland ecology -- South Africa -- Eastern Cape , Wetland conservation -- South Africa -- Eastern Cape , Slopes (Physical geography) -- South Africa -- Eastern Cape , Vegetation management -- South Africa -- Tsitsa River Catchment , Land degradation -- Control -- South Africa -- Tsitsa River Catchment , Grazing -- Environmental aspects -- South Africa -- Tsitsa River Catchment , Ecosystem management -- South Africa -- Tsitsa River Catchment , Wetland plants -- Effect of grazing on
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/115936 , vital:34270
- Description: Wetlands are critical ecosystems that can provide services of great social, economic and environmental value to the society. Yet, in South Africa, hillslope seep wetlands are among the most threatened ecosystems due to human-induced activities and are disappearing rapidly. Further, despite the potential vulnerability of hillslope seep wetland to disturbances, and their criticality in relation to all year round provision of forage for livestock grazing, they are among the most poorly studied wetland systems. Using a social-ecological system framing, and drawing on a range of ecological and social sciences methods, this study shed light on ways in which an integrative approach can contribute to sustainable utilisation of hillslope seep wetlands in the Tsitsa River catchment in the Eastern Cape province of South Africa. The study specific objectives were to i) evaluate the performance of Floristic Quality Assessment Index (FQAI), WET-Health and Floristic Assessment Quotient for Wetlands Index (FQAWet) indices for assessing hillslope seep wetlands ecological health ii) develop a trait-based approach for assessing the potential resilience and vulnerability of hillslope seep wetland plant species to disturbances, iii) assess the role of hillslope seep wetlands in the local communities in relation to livestock, and explore understanding of local people about the value of hillslope seep wetlands, iv) demonstrate collaborative insights emerging from an integrative social-ecological system research process to inform sustainable management of hillslope seep wetlands. A total of 11 hillslope seep wetlands were visually classified based on the level of erosion. Plant species composition within the wetlands was determined along a 100 m line transects across the hillslope wetland sites. 5 quadrats of 0.2m2 were also placed along transect for vegetation collection and cover. The plant species collected were used to calculate (FQAI) and FQAWet scores to evaluate the condition of hillslope seep wetlands. The degree of human disturbances was assessed using the Anthropogenic Activity Index (AAI), an index for qualitatively assessing the degree of human disturbance based on visual inspection of a wetland site. Factors represented in the AAI, include: (i) surrounding land use intensity; (ii) soil disturbance; (iii) hydrological alteration; (iv) habitat alteration within wetland; (v) vegetation community quality. The vegetation samples were collected in summer 2016 and winter 2017. All assessed indices were regressed against AAI to evaluate their performances. All assessed indices FQAI, FQAWet and WET-Health showed that hillslope seep wetland were impacted by human activities. FQAIall and WET-Health showed the strongest response to AAI in winter, while FQAIdom and FAQWet showed a weak response to AAI in all seasons. Overall, the findings of this study suggest that FQAIall and WET-Health are potentially better tools for assessing the biological conditions of hillslope seep wetland in South Africa. A novel trait-based approach was developed using seven plant traits and 27 trait attributes. Based on the developed approach, plant species were grouped into three potentially vulnerable groups in relation to grazing pressure. It was then predicted that species belonging to the highly vulnerable group would be less dominant at the highly disturbed sites, as well as in the winter season when grazing pressure is at its highest. The result corresponds largely with the seasonal predictions; however this was not the case for sites. The approach developed in this study worked and it was useful for predicting the potential responses of plant species in hillslope seep wetlands to grazing pressure. The success of the approach seasonally could be attributed to the careful selection of the traits, reflecting the mechanistic relationship between the grazing mode of stress on vegetation and trait-mediated biotic response. However, this still need to be refined using accurate vegetation cover methods that might have had impact on the lack of correspondence within sites. The results of the present study revealed that communities largely perceive hillslope seep wetlands as important ecosystems for their livelihoods. They recognise that the importance stems from services provided by the wetlands, particularly for livestock grazing during the dry season. Although hillslope seep wetlands are viewed as important ecosystems for livelihoods, the communities also perceive these wetlands as highly eroded ecosystems. Community members indicate willingness to strengthen local natural resource governance systems, which could lead to better management of hillslope seep wetlands. A range of protective strategies for hillslope seep were suggested by community members, including fencing, active herding and rotational grazing. The study suggests that active involvement of local communities is critical to the successful management of natural resources. The study highlights the need to consider the role of local people as influential components within social-ecological systems in order to promote effective management and conservation interventions of hillslope seep wetlands. Overall, the study highlights the criticality of an integrative social-ecological system approach for holistic management of hillslope seep wetlands within the studied catchment.
- Full Text:
- Authors: Libala, Notiswa
- Date: 2019
- Subjects: Wetland management -- South Africa -- Eastern Cape , Wetland ecology -- South Africa -- Eastern Cape , Wetland conservation -- South Africa -- Eastern Cape , Slopes (Physical geography) -- South Africa -- Eastern Cape , Vegetation management -- South Africa -- Tsitsa River Catchment , Land degradation -- Control -- South Africa -- Tsitsa River Catchment , Grazing -- Environmental aspects -- South Africa -- Tsitsa River Catchment , Ecosystem management -- South Africa -- Tsitsa River Catchment , Wetland plants -- Effect of grazing on
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/115936 , vital:34270
- Description: Wetlands are critical ecosystems that can provide services of great social, economic and environmental value to the society. Yet, in South Africa, hillslope seep wetlands are among the most threatened ecosystems due to human-induced activities and are disappearing rapidly. Further, despite the potential vulnerability of hillslope seep wetland to disturbances, and their criticality in relation to all year round provision of forage for livestock grazing, they are among the most poorly studied wetland systems. Using a social-ecological system framing, and drawing on a range of ecological and social sciences methods, this study shed light on ways in which an integrative approach can contribute to sustainable utilisation of hillslope seep wetlands in the Tsitsa River catchment in the Eastern Cape province of South Africa. The study specific objectives were to i) evaluate the performance of Floristic Quality Assessment Index (FQAI), WET-Health and Floristic Assessment Quotient for Wetlands Index (FQAWet) indices for assessing hillslope seep wetlands ecological health ii) develop a trait-based approach for assessing the potential resilience and vulnerability of hillslope seep wetland plant species to disturbances, iii) assess the role of hillslope seep wetlands in the local communities in relation to livestock, and explore understanding of local people about the value of hillslope seep wetlands, iv) demonstrate collaborative insights emerging from an integrative social-ecological system research process to inform sustainable management of hillslope seep wetlands. A total of 11 hillslope seep wetlands were visually classified based on the level of erosion. Plant species composition within the wetlands was determined along a 100 m line transects across the hillslope wetland sites. 5 quadrats of 0.2m2 were also placed along transect for vegetation collection and cover. The plant species collected were used to calculate (FQAI) and FQAWet scores to evaluate the condition of hillslope seep wetlands. The degree of human disturbances was assessed using the Anthropogenic Activity Index (AAI), an index for qualitatively assessing the degree of human disturbance based on visual inspection of a wetland site. Factors represented in the AAI, include: (i) surrounding land use intensity; (ii) soil disturbance; (iii) hydrological alteration; (iv) habitat alteration within wetland; (v) vegetation community quality. The vegetation samples were collected in summer 2016 and winter 2017. All assessed indices were regressed against AAI to evaluate their performances. All assessed indices FQAI, FQAWet and WET-Health showed that hillslope seep wetland were impacted by human activities. FQAIall and WET-Health showed the strongest response to AAI in winter, while FQAIdom and FAQWet showed a weak response to AAI in all seasons. Overall, the findings of this study suggest that FQAIall and WET-Health are potentially better tools for assessing the biological conditions of hillslope seep wetland in South Africa. A novel trait-based approach was developed using seven plant traits and 27 trait attributes. Based on the developed approach, plant species were grouped into three potentially vulnerable groups in relation to grazing pressure. It was then predicted that species belonging to the highly vulnerable group would be less dominant at the highly disturbed sites, as well as in the winter season when grazing pressure is at its highest. The result corresponds largely with the seasonal predictions; however this was not the case for sites. The approach developed in this study worked and it was useful for predicting the potential responses of plant species in hillslope seep wetlands to grazing pressure. The success of the approach seasonally could be attributed to the careful selection of the traits, reflecting the mechanistic relationship between the grazing mode of stress on vegetation and trait-mediated biotic response. However, this still need to be refined using accurate vegetation cover methods that might have had impact on the lack of correspondence within sites. The results of the present study revealed that communities largely perceive hillslope seep wetlands as important ecosystems for their livelihoods. They recognise that the importance stems from services provided by the wetlands, particularly for livestock grazing during the dry season. Although hillslope seep wetlands are viewed as important ecosystems for livelihoods, the communities also perceive these wetlands as highly eroded ecosystems. Community members indicate willingness to strengthen local natural resource governance systems, which could lead to better management of hillslope seep wetlands. A range of protective strategies for hillslope seep were suggested by community members, including fencing, active herding and rotational grazing. The study suggests that active involvement of local communities is critical to the successful management of natural resources. The study highlights the need to consider the role of local people as influential components within social-ecological systems in order to promote effective management and conservation interventions of hillslope seep wetlands. Overall, the study highlights the criticality of an integrative social-ecological system approach for holistic management of hillslope seep wetlands within the studied catchment.
- Full Text:
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