Scholar-activist transdisciplinary research praxis for blue justice in South Africa: perspectives from the South African Coastal Justice Network scholar-activist archive
- Authors: Pereira-Kaplan, Taryn Leigh
- Date: 2025-04-03
- Subjects: Student movements South Africa , Environmental justice , Ocean governance , Blue justice , Small-scale fisheries South Africa , Interdisciplinary research
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/480095 , vital:78396 , DOI 10.21504/10962/480095
- Description: This PhD thesis is an applied study on the research praxis of transdisciplinary (TD) scholar-activists contributing to social movements for environmental justice on the coasts and in the oceans (‘blue justice’). I wrote this thesis from my position as the coordinator of the Coastal Justice Network (CJN), which is a component of the Global Challenge Research Fund One Ocean Hub’s TD ocean governance programme. The CJN is a grouping of South African TD scholar-activists working collaboratively in processes of knowledge co-production with small-scale fishers (SSFs) and other coastal communities. These SSFs are leading resistances to blue injustice from the margins of ocean governance. Within a solidarity and environmental justice orientation to TD ocean research, CJN researchers and SSFs have responded together to a wide range of blue justice issues between 2020 and 2024 and, in doing so, have co-generated an activist archive. This thesis draws on the activist archive to surface core practices and priorities for research that contribute to movements for blue justice. The study was developed as a PhD portfolio through five papers, with an introduction and conclusion. The main aim of this study was to explore dimensions of scholar-activist TD research praxis and associated contributions to advancing blue justice in transformative ocean governance. In doing this, it sought to address some of the gaps in blue justice TD research, most notably the need for a deeper understanding of how to centre the voices and contributions of those most affected by environmental justice concerns. It also addresses the role of scholar-activist researchers practised as a form of political solidarity and reflexive co-engagement. The main research question is: How can scholar-activist transdisciplinary research praxis contribute to advancing blue justice in transformative ocean governance in South Africa? Methodologically, the study uses a form of activist ethnography, which is a scholar-activist methodology that includes an explicit political commitment to engagement and to generating knowledge for activism purposes. Methods within activist ethnographic research include participant and self-observation, critically reflexive “thick” descriptions of context and practice, interviews and conversations, direct political actions with activist partners and facilitation of mutual learning. At the centre of this work is the co-constructed scholar-activist archive, which offers a record of four years of such TD scholar-activist praxis. This thesis and the papers presented as part of the thesis all draw on the co-produced scholar-activist archive constructed out of the social movement work of the SSFs in collaboration with CJN researcher’s TD scholar-activist research praxis over four years, representing the type of activist ethnography referred to above. Compiling and organising the archive was one important level of analytical/synthesis work I undertook. I also drew on the archive to make visible key facets of blue justice work and reflected on this, making up three different levels of analytical work with the archive: 1) Constructing and organising the archive, 2) Selection of key foci in the archive, and 3) Meta-reflections. Through this approach, I address the main research question via four sub-questions, each the focus of a paper in this PhD by publication. Why is there a need to advance scholar-activist TD practice in transformative ocean governance research? This question is addressed in Paper 1 (Chapter 2 of this thesis). How can scholar-activists in blue justice support just and inclusive views of ocean governance? This question is addressed in Paper 2 (Chapter 3 of the thesis). What methods in blue justice research enable plural knowledges and perspectives for co-engagement? This question is addressed in Paper 3 (Chapter 4 of the thesis). How is blue justice resistance expressed and acknowledged as a key feature of inclusive ocean governance? This question is addressed in Paper 4 (Chapter 5 of the thesis). What emerges as key lessons for scholar-activist TD researchers in blue justice? This question is addressed in Paper 5 (Chapter 6 of the thesis) and in the meta-reflection in Chapter 7. The thesis as a whole offers: 1. Identification of a core practice, centred on “transformative space making” for care- ful, responsive and reflexive solidarity networks – ‘net-work’ – that allows community-based activists and social movements to leverage the kinds of research support they need when they need it. 2. Insight into participatory ocean governance and socially just ocean protection, practised through an ‘agonistic’ and counter-hegemonic knowledge co-production emergent from this form of TD scholar-activism. 3. Methods and guidance for these practices, with specific emphasis on agonistically plural and inclusive methods of blue resistance. 4. Insights into the positionality and ethical tensions of TD scholar-activist researchers. The study offers an empirical case of how a CJN, through TD scholar-activist praxis, can contribute to blue resistance and blue justice. The reflective chapter (Chapter 7) shows that this type of TD scholar-activist praxis is not without challenges and limitations; through a reflexive review of these, the study offers direction for further research. It also points to the roles of scholar-activists working in solidarity with SSFs in pursuit of blue justice. Overall, the thesis offers an orientation for TD researchers interested in aligning their research praxis with social movements working in counter-hegemonic ways for environmental justice. , Thesis (PhD) -- Faculty of Education, Secondary and Post School Education, 2025
- Full Text:
- Authors: Pereira-Kaplan, Taryn Leigh
- Date: 2025-04-03
- Subjects: Student movements South Africa , Environmental justice , Ocean governance , Blue justice , Small-scale fisheries South Africa , Interdisciplinary research
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/480095 , vital:78396 , DOI 10.21504/10962/480095
- Description: This PhD thesis is an applied study on the research praxis of transdisciplinary (TD) scholar-activists contributing to social movements for environmental justice on the coasts and in the oceans (‘blue justice’). I wrote this thesis from my position as the coordinator of the Coastal Justice Network (CJN), which is a component of the Global Challenge Research Fund One Ocean Hub’s TD ocean governance programme. The CJN is a grouping of South African TD scholar-activists working collaboratively in processes of knowledge co-production with small-scale fishers (SSFs) and other coastal communities. These SSFs are leading resistances to blue injustice from the margins of ocean governance. Within a solidarity and environmental justice orientation to TD ocean research, CJN researchers and SSFs have responded together to a wide range of blue justice issues between 2020 and 2024 and, in doing so, have co-generated an activist archive. This thesis draws on the activist archive to surface core practices and priorities for research that contribute to movements for blue justice. The study was developed as a PhD portfolio through five papers, with an introduction and conclusion. The main aim of this study was to explore dimensions of scholar-activist TD research praxis and associated contributions to advancing blue justice in transformative ocean governance. In doing this, it sought to address some of the gaps in blue justice TD research, most notably the need for a deeper understanding of how to centre the voices and contributions of those most affected by environmental justice concerns. It also addresses the role of scholar-activist researchers practised as a form of political solidarity and reflexive co-engagement. The main research question is: How can scholar-activist transdisciplinary research praxis contribute to advancing blue justice in transformative ocean governance in South Africa? Methodologically, the study uses a form of activist ethnography, which is a scholar-activist methodology that includes an explicit political commitment to engagement and to generating knowledge for activism purposes. Methods within activist ethnographic research include participant and self-observation, critically reflexive “thick” descriptions of context and practice, interviews and conversations, direct political actions with activist partners and facilitation of mutual learning. At the centre of this work is the co-constructed scholar-activist archive, which offers a record of four years of such TD scholar-activist praxis. This thesis and the papers presented as part of the thesis all draw on the co-produced scholar-activist archive constructed out of the social movement work of the SSFs in collaboration with CJN researcher’s TD scholar-activist research praxis over four years, representing the type of activist ethnography referred to above. Compiling and organising the archive was one important level of analytical/synthesis work I undertook. I also drew on the archive to make visible key facets of blue justice work and reflected on this, making up three different levels of analytical work with the archive: 1) Constructing and organising the archive, 2) Selection of key foci in the archive, and 3) Meta-reflections. Through this approach, I address the main research question via four sub-questions, each the focus of a paper in this PhD by publication. Why is there a need to advance scholar-activist TD practice in transformative ocean governance research? This question is addressed in Paper 1 (Chapter 2 of this thesis). How can scholar-activists in blue justice support just and inclusive views of ocean governance? This question is addressed in Paper 2 (Chapter 3 of the thesis). What methods in blue justice research enable plural knowledges and perspectives for co-engagement? This question is addressed in Paper 3 (Chapter 4 of the thesis). How is blue justice resistance expressed and acknowledged as a key feature of inclusive ocean governance? This question is addressed in Paper 4 (Chapter 5 of the thesis). What emerges as key lessons for scholar-activist TD researchers in blue justice? This question is addressed in Paper 5 (Chapter 6 of the thesis) and in the meta-reflection in Chapter 7. The thesis as a whole offers: 1. Identification of a core practice, centred on “transformative space making” for care- ful, responsive and reflexive solidarity networks – ‘net-work’ – that allows community-based activists and social movements to leverage the kinds of research support they need when they need it. 2. Insight into participatory ocean governance and socially just ocean protection, practised through an ‘agonistic’ and counter-hegemonic knowledge co-production emergent from this form of TD scholar-activism. 3. Methods and guidance for these practices, with specific emphasis on agonistically plural and inclusive methods of blue resistance. 4. Insights into the positionality and ethical tensions of TD scholar-activist researchers. The study offers an empirical case of how a CJN, through TD scholar-activist praxis, can contribute to blue resistance and blue justice. The reflective chapter (Chapter 7) shows that this type of TD scholar-activist praxis is not without challenges and limitations; through a reflexive review of these, the study offers direction for further research. It also points to the roles of scholar-activists working in solidarity with SSFs in pursuit of blue justice. Overall, the thesis offers an orientation for TD researchers interested in aligning their research praxis with social movements working in counter-hegemonic ways for environmental justice. , Thesis (PhD) -- Faculty of Education, Secondary and Post School Education, 2025
- Full Text:
Co-creating a pedagogy of care for our hydrocommons in South Africa
- Authors: Martin, Aaniyah
- Date: 2024-10-11
- Subjects: Teaching Social aspects , Reparations for historical injustices South Africa , Posthumanism , Creation (Literary, artistic, etc.) , Feminism and higher education , Social justice , Environmental justice
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/466418 , vital:76726 , DOI https://doi.org/10.21504/10962/466418
- Description: My research focuses on watery relations in a South African context. Our planet, predominantly covered by water, relies on healthy oceans to sustain life by producing oxygen. Oceans, rivers, and wetlands constitute our natural water resources, integral to the hydrological cycle, collectively forming what Neimanis (2009) terms as hydrocommons. Hydrocommons encompass the shared water bodies and resources vital for human and more-than-human inhabitants alike. Caring for our hydrocommons is imperative for the well-being of the planet and all its inhabitants. Yet, the notion of responsibility for their upkeep sparks debate, as it intertwines with concepts of justice, extensively explored in academic discourse (Bozalek & Zembylas 2023). In South Africa, historical patterns of privilege tied to skin colour significantly influence perceptions of responsibility and care. This doctoral research engages with the enduring impacts of the apartheid legacy, which continues to shape notions of belonging, especially for Black and Brown South Africans who were forcibly displaced and restricted from accessing various areas, including urban spaces and natural environments such as beaches and game reserves. My perspective stems from my background as a scientist in the conservation field for over two decades, and transitioning into an educational doctorate with an emphasis on feminist, posthumanist, and care frameworks to address environmental and social justice concerns. Furthermore, I am a Brown Creole woman who was raised as a Muslim in Camissa, South Africa. The overarching question this dissertation seeks to address is; How can reparative care pedagogies reshape the hydrocommons for Black and Brown communities in post-apartheid South Africa? In order to respond to this question, I think diffractively with theory from feminism(s), posthumanism, research-creation and Slow scholarship - all of these are predicated on relational ontologies which embrace diverse ways of knowledge production in caring and meaning-making ways (Springgay & Truman, 2018; Stengers, 2011; Taylor et al, 2020). The research question I have posed is addressed through two key methods of enquiry namely strandlooping (beach walking) and hydro-rugging (stitching and mending). While there has been some literature on walking and mending methodologies from Northern contexts, I have opted to contextualise them within a South African framework with indigenous origins. By developing such methodologies in the local context, I aim to understand their application and relevance within South Africa's diverse cultural and environmental landscape. I have deliberately incorporated indigenous perspectives and practices in order to contribute to a more holistic and nuanced exploration of watery relations through iterative and collaborative events with participants. Chapter One provides an overview of my positionality and research practice by giving voice to those who have been marginalised, silenced and erased for three decades. The 30th anniversary for our first democratic elections was celebrated on the 27th April 2024 whilst I have been finalising my manuscript. The silence and erasure persist today, even though apartheid laws and regulations are no longer in effect. This lingering silence continues to permeate our lives and linger as a haunting presence. Consequently, strandlooping and hydro-rugging emerge as methods of enquiry that foster and provide avenues for care and healing. Chapter Two shares the stories of four Brown bodies and a tidal pool each of whom have a relationship with False Bay. The chapter shows how watery stories are shared through the process of hydro-rugging at the tidal pools. Chapter Three unravels the practice of strandlooping and develops propositions or watermarks to assist other researchers with this practice in their own contexts. Chapter Four articulates hydro-rugging as a method of enquiry and elucidates how the individual hydro-rugs are stitched alongside each other to create the Mother Hydro-rug. Chapter Five introduces three experiential research-creation events with fourth year students to meander and learn from them with regards to care for our hydrocommons. Drawing on relational ways of understanding and engaging with the world, this research culminates in several key implications for reparative care pedagogies in reshaping the hydrocommons. It underscores the importance of not only acknowledging but including diverse modes of knowledge and existence, particularly within Black and Brown communities marginalised by apartheid's racial and ethnic divisions. Additionally, it highlights the significance of challenging traditional educational paradigms entrenched in colonial and apartheid legacies. By prioritising embodied, experiential, and inclusive methodologies, the doctoral thesis advocates for a pedagogical shift toward relationality and process-oriented learning. This thesis prompts a reevaluation of extractive and exploitative educational practices, advocating instead for conviviality and the exploration of relational and embodied meanings and approaches. , Thesis (PhD) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Authors: Martin, Aaniyah
- Date: 2024-10-11
- Subjects: Teaching Social aspects , Reparations for historical injustices South Africa , Posthumanism , Creation (Literary, artistic, etc.) , Feminism and higher education , Social justice , Environmental justice
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/466418 , vital:76726 , DOI https://doi.org/10.21504/10962/466418
- Description: My research focuses on watery relations in a South African context. Our planet, predominantly covered by water, relies on healthy oceans to sustain life by producing oxygen. Oceans, rivers, and wetlands constitute our natural water resources, integral to the hydrological cycle, collectively forming what Neimanis (2009) terms as hydrocommons. Hydrocommons encompass the shared water bodies and resources vital for human and more-than-human inhabitants alike. Caring for our hydrocommons is imperative for the well-being of the planet and all its inhabitants. Yet, the notion of responsibility for their upkeep sparks debate, as it intertwines with concepts of justice, extensively explored in academic discourse (Bozalek & Zembylas 2023). In South Africa, historical patterns of privilege tied to skin colour significantly influence perceptions of responsibility and care. This doctoral research engages with the enduring impacts of the apartheid legacy, which continues to shape notions of belonging, especially for Black and Brown South Africans who were forcibly displaced and restricted from accessing various areas, including urban spaces and natural environments such as beaches and game reserves. My perspective stems from my background as a scientist in the conservation field for over two decades, and transitioning into an educational doctorate with an emphasis on feminist, posthumanist, and care frameworks to address environmental and social justice concerns. Furthermore, I am a Brown Creole woman who was raised as a Muslim in Camissa, South Africa. The overarching question this dissertation seeks to address is; How can reparative care pedagogies reshape the hydrocommons for Black and Brown communities in post-apartheid South Africa? In order to respond to this question, I think diffractively with theory from feminism(s), posthumanism, research-creation and Slow scholarship - all of these are predicated on relational ontologies which embrace diverse ways of knowledge production in caring and meaning-making ways (Springgay & Truman, 2018; Stengers, 2011; Taylor et al, 2020). The research question I have posed is addressed through two key methods of enquiry namely strandlooping (beach walking) and hydro-rugging (stitching and mending). While there has been some literature on walking and mending methodologies from Northern contexts, I have opted to contextualise them within a South African framework with indigenous origins. By developing such methodologies in the local context, I aim to understand their application and relevance within South Africa's diverse cultural and environmental landscape. I have deliberately incorporated indigenous perspectives and practices in order to contribute to a more holistic and nuanced exploration of watery relations through iterative and collaborative events with participants. Chapter One provides an overview of my positionality and research practice by giving voice to those who have been marginalised, silenced and erased for three decades. The 30th anniversary for our first democratic elections was celebrated on the 27th April 2024 whilst I have been finalising my manuscript. The silence and erasure persist today, even though apartheid laws and regulations are no longer in effect. This lingering silence continues to permeate our lives and linger as a haunting presence. Consequently, strandlooping and hydro-rugging emerge as methods of enquiry that foster and provide avenues for care and healing. Chapter Two shares the stories of four Brown bodies and a tidal pool each of whom have a relationship with False Bay. The chapter shows how watery stories are shared through the process of hydro-rugging at the tidal pools. Chapter Three unravels the practice of strandlooping and develops propositions or watermarks to assist other researchers with this practice in their own contexts. Chapter Four articulates hydro-rugging as a method of enquiry and elucidates how the individual hydro-rugs are stitched alongside each other to create the Mother Hydro-rug. Chapter Five introduces three experiential research-creation events with fourth year students to meander and learn from them with regards to care for our hydrocommons. Drawing on relational ways of understanding and engaging with the world, this research culminates in several key implications for reparative care pedagogies in reshaping the hydrocommons. It underscores the importance of not only acknowledging but including diverse modes of knowledge and existence, particularly within Black and Brown communities marginalised by apartheid's racial and ethnic divisions. Additionally, it highlights the significance of challenging traditional educational paradigms entrenched in colonial and apartheid legacies. By prioritising embodied, experiential, and inclusive methodologies, the doctoral thesis advocates for a pedagogical shift toward relationality and process-oriented learning. This thesis prompts a reevaluation of extractive and exploitative educational practices, advocating instead for conviviality and the exploration of relational and embodied meanings and approaches. , Thesis (PhD) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
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