Actor/actant-network theory as emerging methodology for environmental education research in southern Africa
- Authors: Nhamo, Godwell
- Date: 2006
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/373553 , vital:66701 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122722"
- Description: This paper deliberates on actor/actant-network theory (AANT) as methodology for policy research in environmental education (EE). Insights are drawn from work that applied AANT to research environmental policy processes surrounding the formulation and implementation of South Africa’s Plastic Bags Regulations of 2003. The paper reveals that the application of AANT methodology made it possible to trace relationships, actors, actants and actor/actant-networks surrounding the Plastic Bags Regulations as quasi-object (token). The methodology also enabled a focus on understanding and investigating tensions, debates and responses emerging from the policy process. The findings were that after the promulgation of the first draft of the Plastic Bags Regulations in May 2000, tensions emerged around the nature of regulation (whether to use the command and control approach – preferred by Organised Government – or self regulation – preferred by Organised Business and Organised Labour). From these findings, a series of conceptual frameworks were drawn up as identified around key actors and actor/actant-networks. The conceptual frameworks included among them, Organised Government, Organised Business and Organised Labour.
- Full Text: false
- Date Issued: 2006
- Authors: Nhamo, Godwell
- Date: 2006
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/373553 , vital:66701 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122722"
- Description: This paper deliberates on actor/actant-network theory (AANT) as methodology for policy research in environmental education (EE). Insights are drawn from work that applied AANT to research environmental policy processes surrounding the formulation and implementation of South Africa’s Plastic Bags Regulations of 2003. The paper reveals that the application of AANT methodology made it possible to trace relationships, actors, actants and actor/actant-networks surrounding the Plastic Bags Regulations as quasi-object (token). The methodology also enabled a focus on understanding and investigating tensions, debates and responses emerging from the policy process. The findings were that after the promulgation of the first draft of the Plastic Bags Regulations in May 2000, tensions emerged around the nature of regulation (whether to use the command and control approach – preferred by Organised Government – or self regulation – preferred by Organised Business and Organised Labour). From these findings, a series of conceptual frameworks were drawn up as identified around key actors and actor/actant-networks. The conceptual frameworks included among them, Organised Government, Organised Business and Organised Labour.
- Full Text: false
- Date Issued: 2006
Actor/actant-network theory as emerging methodology for environmental education research in southern Africa
- Authors: Nhamo, Godwell
- Date: 2006
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/373537 , vital:66702 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122722"
- Description: This paper deliberates on actor/actant-network theory (AANT) as methodology for policy research in environmental education (EE). Insights are drawn from work that applied AANT to research environmental policy processes surrounding the formulation and implementation of South Africa’s Plastic Bags Regulations of 2003. The paper reveals that the application of AANT methodology made it possible to trace relationships, actors, actants and actor/actant-networks surrounding the Plastic Bags Regulations as quasi-object (token). The methodology also enabled a focus on understanding and investigating tensions, debates and responses emerging from the policy process. The findings were that after the promulgation of the first draft of the Plastic Bags Regulations in May 2000, tensions emerged around the nature of regulation (whether to use the command and control approach – preferred by Organised Government – or self regulation – preferred by Organised Business and Organised Labour). From these findings, a series of conceptual frameworks were drawn up as identified around key actors and actor/actant-networks. The conceptual frameworks included among them, Organised Government, Organised Business and Organised Labour.
- Full Text:
- Date Issued: 2006
- Authors: Nhamo, Godwell
- Date: 2006
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/373537 , vital:66702 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122722"
- Description: This paper deliberates on actor/actant-network theory (AANT) as methodology for policy research in environmental education (EE). Insights are drawn from work that applied AANT to research environmental policy processes surrounding the formulation and implementation of South Africa’s Plastic Bags Regulations of 2003. The paper reveals that the application of AANT methodology made it possible to trace relationships, actors, actants and actor/actant-networks surrounding the Plastic Bags Regulations as quasi-object (token). The methodology also enabled a focus on understanding and investigating tensions, debates and responses emerging from the policy process. The findings were that after the promulgation of the first draft of the Plastic Bags Regulations in May 2000, tensions emerged around the nature of regulation (whether to use the command and control approach – preferred by Organised Government – or self regulation – preferred by Organised Business and Organised Labour). From these findings, a series of conceptual frameworks were drawn up as identified around key actors and actor/actant-networks. The conceptual frameworks included among them, Organised Government, Organised Business and Organised Labour.
- Full Text:
- Date Issued: 2006
An Exploration of How Natural Resource Management (NRM) Discourse is Integrated into Key Pedagogic Texts
- Authors: Nsubuga, Yvonne
- Date: 2006
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/373552 , vital:66703 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122753"
- Description: Natural resource management (NRM) education has the potential to improve the quality and relevance of rural education in South Africa. For this potential to be realised, the various educational resources that are commonly used by teachers and learners in rural schools need to incorporate natural resource management knowledge. Using Bernstein’s concepts of classification and his theories on recontextualisation, a content analysis study was carried out to compare the level of NRM integration within the Grade 10 Life Sciences syllabus, and a Grade 10 Life Sciences textbook. Results from the analysis of the syllabus showed that overall only 9% of all the knowledge statements analysed had a strong link to NRM and related issues. The highest percentage of such sentences was found in the Core Knowledge section of the syllabus (21%). For the textbook, only 8% of the analysed items had a strong link to NRM and related issues, with the highest percentage of such items occurring in the Suggested Activities section (16%). However, the level of NRM integration in both documents increased considerably when sentences that had only an implicit link to NRM and related issues were included. It was concluded that both documents provide ample opportunities for NRM learning, although the extent to which this occurs varies among their different sections. The recontextualising role of the Grade 10 Life Sciences textbook was reflected in its relatively higher level of NRM integration in the Suggested Activities category, and in the Glossary category. This study highlights the need for further strengthening of the position of NRM within the Grade 10 Life Sciences syllabus, and for more Bernstein-based research to inform South Africa’s curriculum reform initiatives in environmental education.
- Full Text:
- Date Issued: 2006
- Authors: Nsubuga, Yvonne
- Date: 2006
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/373552 , vital:66703 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122753"
- Description: Natural resource management (NRM) education has the potential to improve the quality and relevance of rural education in South Africa. For this potential to be realised, the various educational resources that are commonly used by teachers and learners in rural schools need to incorporate natural resource management knowledge. Using Bernstein’s concepts of classification and his theories on recontextualisation, a content analysis study was carried out to compare the level of NRM integration within the Grade 10 Life Sciences syllabus, and a Grade 10 Life Sciences textbook. Results from the analysis of the syllabus showed that overall only 9% of all the knowledge statements analysed had a strong link to NRM and related issues. The highest percentage of such sentences was found in the Core Knowledge section of the syllabus (21%). For the textbook, only 8% of the analysed items had a strong link to NRM and related issues, with the highest percentage of such items occurring in the Suggested Activities section (16%). However, the level of NRM integration in both documents increased considerably when sentences that had only an implicit link to NRM and related issues were included. It was concluded that both documents provide ample opportunities for NRM learning, although the extent to which this occurs varies among their different sections. The recontextualising role of the Grade 10 Life Sciences textbook was reflected in its relatively higher level of NRM integration in the Suggested Activities category, and in the Glossary category. This study highlights the need for further strengthening of the position of NRM within the Grade 10 Life Sciences syllabus, and for more Bernstein-based research to inform South Africa’s curriculum reform initiatives in environmental education.
- Full Text:
- Date Issued: 2006
Identifying needs and opportunities for local government environmental education and training in South Africa
- Olvitt, Lausanne L, Hamaamba, Tyson
- Authors: Olvitt, Lausanne L , Hamaamba, Tyson
- Date: 2006
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/370991 , vital:66400 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122739"
- Description: Effective environmental management and public engagement with environmental concerns are needed for the attainment of sustainable development goals and socio-ecological balance in local government contexts. This vision is clearly articulated in international environmental policy frameworks and in South Africa’s national and regional legislation. However, policy and legislation fall short of identifying the range of a priori competences required by local government officials and environmental managers before well intended policy can be translated into effective practice. This paper reports on recent research into identifying the underlying competences required for better environmental management and the establishment of education and training processes for local government managers. The research draws on the notion of ‘applied competence’ put forward by South Africa’s National Qualifications Framework, and argues that greater attention needs to be paid to competence-based capacity building processes within local government departments if environmental sustainability and development goals are to be met. The paper draws on the researchers’ experiences of formulating a national level generic competence framework for environmental management, and conducting an education and training needs analysis for the Makana Municipality in the Eastern Cape province of South Africa. Early findings suggest that a broad range of competences all have a role in ensuring the capacity and effectiveness of local governments to better manage their local environment. The paper argues that these are significant for the development of environmental education and training programmes in local government contexts.
- Full Text:
- Date Issued: 2006
- Authors: Olvitt, Lausanne L , Hamaamba, Tyson
- Date: 2006
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/370991 , vital:66400 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122739"
- Description: Effective environmental management and public engagement with environmental concerns are needed for the attainment of sustainable development goals and socio-ecological balance in local government contexts. This vision is clearly articulated in international environmental policy frameworks and in South Africa’s national and regional legislation. However, policy and legislation fall short of identifying the range of a priori competences required by local government officials and environmental managers before well intended policy can be translated into effective practice. This paper reports on recent research into identifying the underlying competences required for better environmental management and the establishment of education and training processes for local government managers. The research draws on the notion of ‘applied competence’ put forward by South Africa’s National Qualifications Framework, and argues that greater attention needs to be paid to competence-based capacity building processes within local government departments if environmental sustainability and development goals are to be met. The paper draws on the researchers’ experiences of formulating a national level generic competence framework for environmental management, and conducting an education and training needs analysis for the Makana Municipality in the Eastern Cape province of South Africa. Early findings suggest that a broad range of competences all have a role in ensuring the capacity and effectiveness of local governments to better manage their local environment. The paper argues that these are significant for the development of environmental education and training programmes in local government contexts.
- Full Text:
- Date Issued: 2006
Joking around in Zimbabwe, undoing and redoing participation
- Authors: Price, Leigh
- Date: 2006
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/373715 , vital:66716 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122750"
- Description: In Zimbabwe, I teach a participatory course on environmental education to trainers. The course is an adaptation of a course designed by Rhodes University, South Africa. It gives participants a background in educational theories and has a strong theoretical component built around a focus on practice. During the time that the course was being delivered to non-industry participants, the theoretical component of the course was whole-heartedly embraced. We assumed that calling the course ‘participatory’ presupposed the need for this theory because within the theory were the tools for emancipation. And participation, we believed, had an emancipatory mandate. However, when we decided to redevelop the course for industry, we were uncomfortably surprised by the request from a majority of industry participants to reduce the theory and concentrate solely on skills-based training. This paper documents how this discomfort resulted in my adjusting my view of participation.
- Full Text:
- Date Issued: 2006
- Authors: Price, Leigh
- Date: 2006
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/373715 , vital:66716 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122750"
- Description: In Zimbabwe, I teach a participatory course on environmental education to trainers. The course is an adaptation of a course designed by Rhodes University, South Africa. It gives participants a background in educational theories and has a strong theoretical component built around a focus on practice. During the time that the course was being delivered to non-industry participants, the theoretical component of the course was whole-heartedly embraced. We assumed that calling the course ‘participatory’ presupposed the need for this theory because within the theory were the tools for emancipation. And participation, we believed, had an emancipatory mandate. However, when we decided to redevelop the course for industry, we were uncomfortably surprised by the request from a majority of industry participants to reduce the theory and concentrate solely on skills-based training. This paper documents how this discomfort resulted in my adjusting my view of participation.
- Full Text:
- Date Issued: 2006
Teacher-community cooperation to promote sustainability of wetlands in Kenya
- Ndaruga, Ayub M, Irwin, Patrick R
- Authors: Ndaruga, Ayub M , Irwin, Patrick R
- Date: 2006
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/373860 , vital:66728 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122727"
- Description: This study was undertaken with 83 teachers from 54 primary schools in Kenya. Its purpose was to establish how teachers relate with the local community and how they harness this interaction to promote sustainability of wetlands within their locality. Data were collected using questionnaires, interviews and observation. Results of the study indicated that teachers acknowledge the value of, and threats to, their local wetlands. Some teachers reported interacting and engaging in diverse activities with members of the community to conserve the local wetlands. Forums for interaction and action mentioned by the teachers included public baraza, women’s groups, church, youth groups, local community, parents’ meetings and environmental days. Use of these forums differed. The approaches used to involve the community in awareness and action ranged from theoretical arguments to visits to wetlands, use of wetland resources, ecomanagement and political action. The responses by teachers revealed lack of engagement with the real local wetland problems. This study demonstrated existence of a potential but under-utilised opportunity that can be harnessed by environmental education programmes to champion the sustainability of wetlands.
- Full Text:
- Date Issued: 2006
- Authors: Ndaruga, Ayub M , Irwin, Patrick R
- Date: 2006
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/373860 , vital:66728 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122727"
- Description: This study was undertaken with 83 teachers from 54 primary schools in Kenya. Its purpose was to establish how teachers relate with the local community and how they harness this interaction to promote sustainability of wetlands within their locality. Data were collected using questionnaires, interviews and observation. Results of the study indicated that teachers acknowledge the value of, and threats to, their local wetlands. Some teachers reported interacting and engaging in diverse activities with members of the community to conserve the local wetlands. Forums for interaction and action mentioned by the teachers included public baraza, women’s groups, church, youth groups, local community, parents’ meetings and environmental days. Use of these forums differed. The approaches used to involve the community in awareness and action ranged from theoretical arguments to visits to wetlands, use of wetland resources, ecomanagement and political action. The responses by teachers revealed lack of engagement with the real local wetland problems. This study demonstrated existence of a potential but under-utilised opportunity that can be harnessed by environmental education programmes to champion the sustainability of wetlands.
- Full Text:
- Date Issued: 2006
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