Exploring contradictions and absences in mobilizing ‘learning as process' for sustainable agricultural practices
- Authors: Pesanayi, Tichaona
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437008 , vital:73323 , ISBN 9781315660899 , https://www.routledge.com/Critical-Realism-Environmental-Learning-and-Social-Ecological-Change/Price-Lotz-Sistka/p/book/9780367597689
- Description: Water is a fascinating, life-giving being. It flows. It cuts into the earth to create its passage by finding the places where the earth will give. As it meanders it passes through many different contexts, whether at a fastrush-full-blown flood or the trickle of an underground desert stream. It does not demand that the space it moves through is homogenous. It adapts to whatever terrain it finds itself journeying through. Human creatures, dependent as they are on water for their own beings and for life, flock to water like flies to food. We build our cities, our factories and homes on the banks and corners of rivers and draw and drink and use (and abuse) water. We throw in and we take out and the river keeps going until sometimes it doesn’t. Then we worry. Sometimes it is not the lack of flow that worries us but the fact that when we drink it babies become sick, some die and this causes a stir. In South Africa this security, or lack of it, is embedded in the political historical landscape of this land. Water is classified as scarce. Our rainfall is low in comparison to other countries. In South Africa, during apartheid this scarce resource was not avail able in equal measure to all. The rulers of apartheid South Africa were farmers and miners. They were of British decent, sent to farm the new colony. They were also descended from first colonial settlers arriving from the Nether-lands and then Germany, known colloquially as the Boers. South Africa was divided and redivided until in 1948 the Boers gained independence from British rule and finished the job that the British had started by legalizing the separation of races. Farming was still core to the Boer way of life and this is reflect-ed in the laws that dictated resource use and management, such as the 1956 Water Act No. 54 (RSA, 1956) which gave riparian rights to those that owned land. Water was also subsi-dized to boost the economy, particularly for the large mines, and parastatals such as Eskom (Byrnes, 1996). Water was not only used to ensure that the economy of white South Africa flourished, it also was the landmark of division.
- Full Text:
- Date Issued: 2015
- Authors: Pesanayi, Tichaona
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437008 , vital:73323 , ISBN 9781315660899 , https://www.routledge.com/Critical-Realism-Environmental-Learning-and-Social-Ecological-Change/Price-Lotz-Sistka/p/book/9780367597689
- Description: Water is a fascinating, life-giving being. It flows. It cuts into the earth to create its passage by finding the places where the earth will give. As it meanders it passes through many different contexts, whether at a fastrush-full-blown flood or the trickle of an underground desert stream. It does not demand that the space it moves through is homogenous. It adapts to whatever terrain it finds itself journeying through. Human creatures, dependent as they are on water for their own beings and for life, flock to water like flies to food. We build our cities, our factories and homes on the banks and corners of rivers and draw and drink and use (and abuse) water. We throw in and we take out and the river keeps going until sometimes it doesn’t. Then we worry. Sometimes it is not the lack of flow that worries us but the fact that when we drink it babies become sick, some die and this causes a stir. In South Africa this security, or lack of it, is embedded in the political historical landscape of this land. Water is classified as scarce. Our rainfall is low in comparison to other countries. In South Africa, during apartheid this scarce resource was not avail able in equal measure to all. The rulers of apartheid South Africa were farmers and miners. They were of British decent, sent to farm the new colony. They were also descended from first colonial settlers arriving from the Nether-lands and then Germany, known colloquially as the Boers. South Africa was divided and redivided until in 1948 the Boers gained independence from British rule and finished the job that the British had started by legalizing the separation of races. Farming was still core to the Boer way of life and this is reflect-ed in the laws that dictated resource use and management, such as the 1956 Water Act No. 54 (RSA, 1956) which gave riparian rights to those that owned land. Water was also subsi-dized to boost the economy, particularly for the large mines, and parastatals such as Eskom (Byrnes, 1996). Water was not only used to ensure that the economy of white South Africa flourished, it also was the landmark of division.
- Full Text:
- Date Issued: 2015
Exploring critical realist insights into transformative environmental learning processes in contexts of social-ecological risk
- Authors: Schudel, Ingrid J
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437045 , vital:73326 , ISBN 9781315660899 , https://www.routledge.com/Critical-Realism-Environmental-Learning-and-Social-Ecological-Change/Price-Lotz-Sistka/p/book/9780367597689
- Description: Environment and sustainability are continually recognized for significance to the future of planetary well-being. But the com-plex, cross-cutting transversal nature and associated ‘new-ness’1 of environment and sustainability concerns within edu-cation and training systems raise a number of challenges for education and training systems. In this chapter I explore how critical realist dialectics can help to more fully explain the ab-sence of intermediate pathways in the environment and sus-tain able development ‘sector’ in South Africa and through this analysis raise opportunities for creating more seamless envi-ronmental learning pathways into green jobs, enhancing social justice potential and public good concerns. The chapter situ-ates the discussion within the South African policy discourse of meaningful learning pathways (DHET, 2010) through a study of two priority scarce skills occupations in the environmental sector (environmental scientist and environmental technician). This is used as an example to illustrate systemic disjunctures that demonstrate how environmental learning pathways in and for sustain able development emerge. Using a critical realist lens to understand the absences that denote a relationship away from being allows the chapter to conceptualize absence as central to the real and hence to being (Lotz-Sisitka and Ramsarup, 2012; Bhaskar, 1993). Privileging absence allows me to develop a vantage point that connects being to becom-ing and hence underlines the intent for change inherent within this research. Norrie (2010, p. 28) states that ‘understanding change as a process of absenting of absences as well as the absenting of those structural constraints that keep absences in place . . . lies at the core of change’.
- Full Text:
- Date Issued: 2015
- Authors: Schudel, Ingrid J
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437045 , vital:73326 , ISBN 9781315660899 , https://www.routledge.com/Critical-Realism-Environmental-Learning-and-Social-Ecological-Change/Price-Lotz-Sistka/p/book/9780367597689
- Description: Environment and sustainability are continually recognized for significance to the future of planetary well-being. But the com-plex, cross-cutting transversal nature and associated ‘new-ness’1 of environment and sustainability concerns within edu-cation and training systems raise a number of challenges for education and training systems. In this chapter I explore how critical realist dialectics can help to more fully explain the ab-sence of intermediate pathways in the environment and sus-tain able development ‘sector’ in South Africa and through this analysis raise opportunities for creating more seamless envi-ronmental learning pathways into green jobs, enhancing social justice potential and public good concerns. The chapter situ-ates the discussion within the South African policy discourse of meaningful learning pathways (DHET, 2010) through a study of two priority scarce skills occupations in the environmental sector (environmental scientist and environmental technician). This is used as an example to illustrate systemic disjunctures that demonstrate how environmental learning pathways in and for sustain able development emerge. Using a critical realist lens to understand the absences that denote a relationship away from being allows the chapter to conceptualize absence as central to the real and hence to being (Lotz-Sisitka and Ramsarup, 2012; Bhaskar, 1993). Privileging absence allows me to develop a vantage point that connects being to becom-ing and hence underlines the intent for change inherent within this research. Norrie (2010, p. 28) states that ‘understanding change as a process of absenting of absences as well as the absenting of those structural constraints that keep absences in place . . . lies at the core of change’.
- Full Text:
- Date Issued: 2015
Introduction: the need to understand the ecological sustainability of non-timber forest products harvesting systems
- Shackleton, Charlie M, Ticktin, Tamara, Pandey, Ashok K
- Authors: Shackleton, Charlie M , Ticktin, Tamara , Pandey, Ashok K
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/433683 , vital:72994 , ISBN 9781317916130 , https://www.taylorfrancis.com/chapters/edit/10.4324/9781315851587-2/introduction-charlie-shackleton-tamara-ticktin-ashok-pandey
- Description: The importance of non-timber forest products (NTFPs) in rural livelihoods in developing countries has become widely acknowledged over the last decade or so within the research and, increasingly, policy arenas, on the basis of numerous studies from around the world. Indeed, there has been a tenfold increase in the annual number of research papers published over the last 20 years (Figure 1.1). Most of these studies are from developing countries, but they do include developed countries (e.g. Kim et al. 2012, Poe et al. 2013, Sténs and Sandström 2013). Additionally, most are from rural areas, albeit with a smattering from urban settings (e.g. Kilchling et al. 2009, Poe et al. 2013, Kaoma and Shackleton 2014), although with increasing urbanization this distinction is blurred with significant markets for rural NTFPs imported into towns and cities (Lewis 2008, Padoch et al. 2008, McMullin et al. 2012). Two pertinent findings of many of these studies is that NTFPs generally contribute in many different ways to local livelihoods (see Chapter 2) and that when translated into income terms many households earn a significant proportion of their income (cash and/or non-cash) from NTFPs (Shackleton et al. 2007, Angelsen et al. 2014). In other words, they are not simply minor products of little value, but rather they are vital components of livelihoods, and in some instances, of local and regional economies. This requires that they, and the land on which they are found, are managed in a responsible manner to ensure that these livelihood benefits continue to accrue to rural, and often impoverished, people.
- Full Text:
- Date Issued: 2015
- Authors: Shackleton, Charlie M , Ticktin, Tamara , Pandey, Ashok K
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/433683 , vital:72994 , ISBN 9781317916130 , https://www.taylorfrancis.com/chapters/edit/10.4324/9781315851587-2/introduction-charlie-shackleton-tamara-ticktin-ashok-pandey
- Description: The importance of non-timber forest products (NTFPs) in rural livelihoods in developing countries has become widely acknowledged over the last decade or so within the research and, increasingly, policy arenas, on the basis of numerous studies from around the world. Indeed, there has been a tenfold increase in the annual number of research papers published over the last 20 years (Figure 1.1). Most of these studies are from developing countries, but they do include developed countries (e.g. Kim et al. 2012, Poe et al. 2013, Sténs and Sandström 2013). Additionally, most are from rural areas, albeit with a smattering from urban settings (e.g. Kilchling et al. 2009, Poe et al. 2013, Kaoma and Shackleton 2014), although with increasing urbanization this distinction is blurred with significant markets for rural NTFPs imported into towns and cities (Lewis 2008, Padoch et al. 2008, McMullin et al. 2012). Two pertinent findings of many of these studies is that NTFPs generally contribute in many different ways to local livelihoods (see Chapter 2) and that when translated into income terms many households earn a significant proportion of their income (cash and/or non-cash) from NTFPs (Shackleton et al. 2007, Angelsen et al. 2014). In other words, they are not simply minor products of little value, but rather they are vital components of livelihoods, and in some instances, of local and regional economies. This requires that they, and the land on which they are found, are managed in a responsible manner to ensure that these livelihood benefits continue to accrue to rural, and often impoverished, people.
- Full Text:
- Date Issued: 2015
Key critical realist concepts for environmental educators
- Authors: Price, Leigh
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437022 , vital:73324 , ISBN 9781315660899 , https://www.routledge.com/Critical-Realism-Environmental-Learning-and-Social-Ecological-Change/Price-Lotz-Sistka/p/book/9780367597689
- Description: This chapter describes aspects of critical realism that are rele-vant to environmental educators. Critical realism acts an un-derlabourer for the sciences and the practices of human emancipation. In its underlabouring role, critical realism chal-lenges the Humean assumption that correlations (constant conjunctions) are the only way to know causation and offers an alternative, which is that causation is based on the layered, deep nature of reality (the real, actual and empirical). Critical realism explains how higher levels of being are emergent from lower levels; therefore society (structure) is emergent from the activities of people (agency). Environmental educators should take an interest in structure and agency, not least because cer-tain approaches offer questionable power strategies to people and particularly governments. One consequence of the critical realist version of causation is that it becomes possible to en-visage an environmental ethics that is based on an axiology that is neither absolutist nor relativist. To provide a full enough account of causation to achieve one’s purposes, Bhaskar has suggested a model, the seven laminations of scale. Bhaskar also differentiates between the transitive and intransitive realms and explains that there are questionable ideological advantages to failing to make this distinction. The intransi-tive/transitive realms have implications for our use of catego-ries: critical realism explains how we can use categories to prevent oppression. Critical realism also argues against a purely positive, rather than a negative, account of the dialectic: thus change is absenting the constraints on absenting ab-sences. Contrary to a frequent assumption made by both non-critical realists and critical realists alike, critical realism is not a return to positivism.
- Full Text:
- Date Issued: 2015
- Authors: Price, Leigh
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437022 , vital:73324 , ISBN 9781315660899 , https://www.routledge.com/Critical-Realism-Environmental-Learning-and-Social-Ecological-Change/Price-Lotz-Sistka/p/book/9780367597689
- Description: This chapter describes aspects of critical realism that are rele-vant to environmental educators. Critical realism acts an un-derlabourer for the sciences and the practices of human emancipation. In its underlabouring role, critical realism chal-lenges the Humean assumption that correlations (constant conjunctions) are the only way to know causation and offers an alternative, which is that causation is based on the layered, deep nature of reality (the real, actual and empirical). Critical realism explains how higher levels of being are emergent from lower levels; therefore society (structure) is emergent from the activities of people (agency). Environmental educators should take an interest in structure and agency, not least because cer-tain approaches offer questionable power strategies to people and particularly governments. One consequence of the critical realist version of causation is that it becomes possible to en-visage an environmental ethics that is based on an axiology that is neither absolutist nor relativist. To provide a full enough account of causation to achieve one’s purposes, Bhaskar has suggested a model, the seven laminations of scale. Bhaskar also differentiates between the transitive and intransitive realms and explains that there are questionable ideological advantages to failing to make this distinction. The intransi-tive/transitive realms have implications for our use of catego-ries: critical realism explains how we can use categories to prevent oppression. Critical realism also argues against a purely positive, rather than a negative, account of the dialectic: thus change is absenting the constraints on absenting ab-sences. Contrary to a frequent assumption made by both non-critical realists and critical realists alike, critical realism is not a return to positivism.
- Full Text:
- Date Issued: 2015
Multiple roles of non-timber forest products in ecologies, economies and livelihoods
- Authors: Shackleton, Charlie M
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/433970 , vital:73015 , ISBN 9781315818290 , https://doi.org/10.4324/9781315818290
- Description: The global climate models agree fairly well with each other for the next 20 years or so, with a predicted additional increase of 0.3-0.7oC in global mean surface air temperature, giving a total warming of 1.0-1.5oC (somewhat higher over land) (IPCC, 2013). Globally, rainfall is expected to increase, but some regions (such as most of the Mediterranean) will get drier and confidence in detailed rainfall predictions in most parts of the world is low. In the longer term, predictions vary greatly even for temperatures, depending on the choice of climate model and the assumptions made about future greenhouse gas emissions and carbon-cycle feedbacks. Temperatures over land are expected to increase by 3-6oC by 2100, compared with 2000, but the range of plausible values is considerably wider.
- Full Text:
- Date Issued: 2015
- Authors: Shackleton, Charlie M
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/433970 , vital:73015 , ISBN 9781315818290 , https://doi.org/10.4324/9781315818290
- Description: The global climate models agree fairly well with each other for the next 20 years or so, with a predicted additional increase of 0.3-0.7oC in global mean surface air temperature, giving a total warming of 1.0-1.5oC (somewhat higher over land) (IPCC, 2013). Globally, rainfall is expected to increase, but some regions (such as most of the Mediterranean) will get drier and confidence in detailed rainfall predictions in most parts of the world is low. In the longer term, predictions vary greatly even for temperatures, depending on the choice of climate model and the assumptions made about future greenhouse gas emissions and carbon-cycle feedbacks. Temperatures over land are expected to increase by 3-6oC by 2100, compared with 2000, but the range of plausible values is considerably wider.
- Full Text:
- Date Issued: 2015
Non-timber forest products in livelihoods
- Authors: Shackleton, Charlie M
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/433699 , vital:72995 , ISBN 9781317916130 , https://www.routledge.com/Ecological-Sustainability-for-Non-timber-Forest-Products-Dynamics-and-Case/Shackleton-Pandey-Ticktin/p/book/9781138618251
- Description: That people from around the world have incorporated numerous plant and animal products into their lives, economies, cultures, traditions and histories is well known, and is the subject of a multitude of academic and non-academic documents across many disciplines. Historically, the use of these products has underlain trade between cultures and continents and the domestication of many present day crops and breeds (Laws 2011), so much so, that most urban citizens in the developed world have forgotten the original wild origins of current day staples in foods (eg corn, potatoes, rice, tomatoes, oranges, melons, sugar, coffee, tea, spices), medicines (aspirin, codeine, quinine, strychnine), fibres (cotton, sisal, coir, hemp), resins (lacquer, gum Arabic, rubber, turpentine), dyes (cochineal, indigo, saffron), intoxicants (tobacco, mushrooms, cannabis, opium) and artefacts. While such staple foods, medicines and the like used by the ‘western’urban consumer have become domesticated and are now almost exclusively produced in farming systems or replaced by synthetic substitutes, thousands of other animal, plant and fungi species are still widely used by peoples around the world.
- Full Text:
- Date Issued: 2015
- Authors: Shackleton, Charlie M
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/433699 , vital:72995 , ISBN 9781317916130 , https://www.routledge.com/Ecological-Sustainability-for-Non-timber-Forest-Products-Dynamics-and-Case/Shackleton-Pandey-Ticktin/p/book/9781138618251
- Description: That people from around the world have incorporated numerous plant and animal products into their lives, economies, cultures, traditions and histories is well known, and is the subject of a multitude of academic and non-academic documents across many disciplines. Historically, the use of these products has underlain trade between cultures and continents and the domestication of many present day crops and breeds (Laws 2011), so much so, that most urban citizens in the developed world have forgotten the original wild origins of current day staples in foods (eg corn, potatoes, rice, tomatoes, oranges, melons, sugar, coffee, tea, spices), medicines (aspirin, codeine, quinine, strychnine), fibres (cotton, sisal, coir, hemp), resins (lacquer, gum Arabic, rubber, turpentine), dyes (cochineal, indigo, saffron), intoxicants (tobacco, mushrooms, cannabis, opium) and artefacts. While such staple foods, medicines and the like used by the ‘western’urban consumer have become domesticated and are now almost exclusively produced in farming systems or replaced by synthetic substitutes, thousands of other animal, plant and fungi species are still widely used by peoples around the world.
- Full Text:
- Date Issued: 2015
Some implications of MetaReality for environmental educators
- Authors: Price, Leigh
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437034 , vital:73325 , ISBN 9781315660899 , https://www.routledge.com/Critical-Realism-Environmental-Learning-and-Social-Ecological-Change/Price-Lotz-Sistka/p/book/9780367597689
- Description: This chapter seeks to illuminate the use of dialectical critical realism in a PhD study that was conducted to explore and expand learning processes in sustain able agriculture work-place contexts (Mukute, 2010). The study was conducted in three case study sites in Leso-tho, South Africa and Zimbabwe. About 80 people in three study sites participated in the multiple case study research. In Zimbabwe the study was located in Hwedza District, St Margaret Primary School and its community that learns, practises and facilitates the learn-ing of Permaculture within the Schools and Colleges Permaculture Programme (SCOPE). In South Africa the study took place in Durban urban and peri-urban areas where a communi-ty of organic farmers, facilitators and entrepreneurs co-ordinated the marketing of their produce through Isidore Farm and Earth Mother Organic and support each other to learn and practise organic farming. In Lesotho the study took place in the Mafeteng and Mohale’s Hoek districts where the focus was on farmers who learn and practise the Machobane Farming System (MFS) and were supported in this by the Rural Self Development As-sociation (RSDA) and the Machobane Agricultural Develop-ment Foundation (MADF ). The other research participants were agricultural extension workers who tend to promote high external input agriculture, sustain able agriculture researchers and organic produce marketers.
- Full Text:
- Date Issued: 2015
- Authors: Price, Leigh
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437034 , vital:73325 , ISBN 9781315660899 , https://www.routledge.com/Critical-Realism-Environmental-Learning-and-Social-Ecological-Change/Price-Lotz-Sistka/p/book/9780367597689
- Description: This chapter seeks to illuminate the use of dialectical critical realism in a PhD study that was conducted to explore and expand learning processes in sustain able agriculture work-place contexts (Mukute, 2010). The study was conducted in three case study sites in Leso-tho, South Africa and Zimbabwe. About 80 people in three study sites participated in the multiple case study research. In Zimbabwe the study was located in Hwedza District, St Margaret Primary School and its community that learns, practises and facilitates the learn-ing of Permaculture within the Schools and Colleges Permaculture Programme (SCOPE). In South Africa the study took place in Durban urban and peri-urban areas where a communi-ty of organic farmers, facilitators and entrepreneurs co-ordinated the marketing of their produce through Isidore Farm and Earth Mother Organic and support each other to learn and practise organic farming. In Lesotho the study took place in the Mafeteng and Mohale’s Hoek districts where the focus was on farmers who learn and practise the Machobane Farming System (MFS) and were supported in this by the Rural Self Development As-sociation (RSDA) and the Machobane Agricultural Develop-ment Foundation (MADF ). The other research participants were agricultural extension workers who tend to promote high external input agriculture, sustain able agriculture researchers and organic produce marketers.
- Full Text:
- Date Issued: 2015
Standard Practices
- Amendt, Jens, Anderson, G, Campobasso, Carlo P, Dadour, I R, Gaudry, E, Hall, Martin J R, Moretti, T C, Sukontason, K L, Villet, Martin H
- Authors: Amendt, Jens , Anderson, G , Campobasso, Carlo P , Dadour, I R , Gaudry, E , Hall, Martin J R , Moretti, T C , Sukontason, K L , Villet, Martin H
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/442821 , vital:74036 , ISBN , https://www.routledge.com/Forensic-Entomology-International-Dimensions-and-Frontiers/Tomberlin-Benbow/p/book/9780367575885
- Description: The use of forensic entomology has become established as a global science. Recent efforts in the field bridge multiple disciplines including, but not limited to, microbiology, chemistry, genetics, and systematics as well as ecology and evolution. The first book of its kind, Forensic Entomology: International Dimensions and Frontiers provides an inclusive summary of worldwide research on this body of knowledge that integrates aspects of a wide range of scientific realms. The book first reviews the history of forensic entomology, its accomplishments, and future challenges in nations around the world. It then provides perspectives of other scientific disciplines that are shaping the questions being addressed in the field.
- Full Text:
- Date Issued: 2015
- Authors: Amendt, Jens , Anderson, G , Campobasso, Carlo P , Dadour, I R , Gaudry, E , Hall, Martin J R , Moretti, T C , Sukontason, K L , Villet, Martin H
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/442821 , vital:74036 , ISBN , https://www.routledge.com/Forensic-Entomology-International-Dimensions-and-Frontiers/Tomberlin-Benbow/p/book/9780367575885
- Description: The use of forensic entomology has become established as a global science. Recent efforts in the field bridge multiple disciplines including, but not limited to, microbiology, chemistry, genetics, and systematics as well as ecology and evolution. The first book of its kind, Forensic Entomology: International Dimensions and Frontiers provides an inclusive summary of worldwide research on this body of knowledge that integrates aspects of a wide range of scientific realms. The book first reviews the history of forensic entomology, its accomplishments, and future challenges in nations around the world. It then provides perspectives of other scientific disciplines that are shaping the questions being addressed in the field.
- Full Text:
- Date Issued: 2015
Steel Valley and the absence of environmental justice in the new South Africa: Critical realism's kinship with environmental justice
- Authors: Munnik, Victor
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437067 , vital:73328 , ISBN 9781315660899 , https://www.routledge.com/Critical-Realism-Environmental-Learning-and-Social-Ecological-Change/Price-Lotz-Sistka/p/book/9780367597689
- Description: In this chapter I report work with critical realist perspective and tools to examine and review prevailing dispositions on indige-nous and institutional knowledge (Western science) in envi-ronmental learning. I open with a review of some of the macro social processes that have come to inscribe assumptions of incommensur able difference between the two kinds of knowledge. Whilst the previous hegemony of positivism would have resulted in the dismissal of much indigenous knowledge as mere superstition, contemporary intellectual perspectives (poststructural and hermeneutical) have shaped a proliferation of worldview modelling that has resulted in a macro-level ex-emplifying of indigenous knowledge as different from and op-posing Western science (Cobern and Aikenhead, 1998; Ai-kenhead, 2006). Here, the lack of adequate mediating tools has given rise to a problematic inscription of assumed differ-ence between the knowledge of indigenous peoples and that of scientific institutions. Furthermore, despite an overt emanci-patory intention in worldview discourses, the marginalization of indigenous peoples and knowledge remains. I then move into the micro arena with a case study of learning interactions in the South African science curriculum. Specifically, I explore some patterns of exclusion in relation to the manner in which stu-dents are able to gain access to the knowledge of scientific institutions. The experience and evidence reported is of a pre-liminary nature but the insights and emerging models of pro-cess provide a useful perspective on how assumed incom-mensurability of knowledge can be tenuous. The study suggests that a critical engagement with both indigenous knowledge and Western science can reveal integrative synergies.
- Full Text:
- Date Issued: 2015
- Authors: Munnik, Victor
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437067 , vital:73328 , ISBN 9781315660899 , https://www.routledge.com/Critical-Realism-Environmental-Learning-and-Social-Ecological-Change/Price-Lotz-Sistka/p/book/9780367597689
- Description: In this chapter I report work with critical realist perspective and tools to examine and review prevailing dispositions on indige-nous and institutional knowledge (Western science) in envi-ronmental learning. I open with a review of some of the macro social processes that have come to inscribe assumptions of incommensur able difference between the two kinds of knowledge. Whilst the previous hegemony of positivism would have resulted in the dismissal of much indigenous knowledge as mere superstition, contemporary intellectual perspectives (poststructural and hermeneutical) have shaped a proliferation of worldview modelling that has resulted in a macro-level ex-emplifying of indigenous knowledge as different from and op-posing Western science (Cobern and Aikenhead, 1998; Ai-kenhead, 2006). Here, the lack of adequate mediating tools has given rise to a problematic inscription of assumed differ-ence between the knowledge of indigenous peoples and that of scientific institutions. Furthermore, despite an overt emanci-patory intention in worldview discourses, the marginalization of indigenous peoples and knowledge remains. I then move into the micro arena with a case study of learning interactions in the South African science curriculum. Specifically, I explore some patterns of exclusion in relation to the manner in which stu-dents are able to gain access to the knowledge of scientific institutions. The experience and evidence reported is of a pre-liminary nature but the insights and emerging models of pro-cess provide a useful perspective on how assumed incom-mensurability of knowledge can be tenuous. The study suggests that a critical engagement with both indigenous knowledge and Western science can reveal integrative synergies.
- Full Text:
- Date Issued: 2015
The emergence of environmental ethics discourses in laminated, open systems: Some educational considerations
- Authors: Olvitt, Lausanne L
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437094 , vital:73330 , ISBN 9781315660899 , https://www.routledge.com/Critical-Realism-Environmental-Learning-and-Social-Ecological-Change/Price-Lotz-Sistka/p/book/9780367597689
- Description: The contemporary social-ecological condition is characterized by powerful changes in the way that we relate to each other and to the environment. This has led to increased ecological vulnerability, which is also accompanied by ongoing, and in-creased societal vulnerability. Nevertheless there remain op-portunities for developing new social-ecological relations, and for social-ecological learning and change. This would seem to require a strong project of recovering ontology, and a challeng-ing and broadening of dominant ways of knowing (Mignolo, 2000) that also tend to commit what Bhaskar describes as the ‘epistemic fallacy’, or the ‘the analysis or reduction of being to knowledge of being’ (Bhaskar, 2010, p. 1). In response, Bhaskar (ibid.) suggests critical realism as an alternative that embodies a ‘compatibility of ontological realism, epistemologi-cal relativism and judgmental rationality’. This includes a ‘re-vindication of ontology’ and the possibility of recognizing and accounting for structure, difference and change in the world in ways that escape ontological actualism and ontological mono-valence or ‘the generation of a purely positive account of reali-ty’ (ibid., p. 15).
- Full Text:
- Date Issued: 2015
- Authors: Olvitt, Lausanne L
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437094 , vital:73330 , ISBN 9781315660899 , https://www.routledge.com/Critical-Realism-Environmental-Learning-and-Social-Ecological-Change/Price-Lotz-Sistka/p/book/9780367597689
- Description: The contemporary social-ecological condition is characterized by powerful changes in the way that we relate to each other and to the environment. This has led to increased ecological vulnerability, which is also accompanied by ongoing, and in-creased societal vulnerability. Nevertheless there remain op-portunities for developing new social-ecological relations, and for social-ecological learning and change. This would seem to require a strong project of recovering ontology, and a challeng-ing and broadening of dominant ways of knowing (Mignolo, 2000) that also tend to commit what Bhaskar describes as the ‘epistemic fallacy’, or the ‘the analysis or reduction of being to knowledge of being’ (Bhaskar, 2010, p. 1). In response, Bhaskar (ibid.) suggests critical realism as an alternative that embodies a ‘compatibility of ontological realism, epistemologi-cal relativism and judgmental rationality’. This includes a ‘re-vindication of ontology’ and the possibility of recognizing and accounting for structure, difference and change in the world in ways that escape ontological actualism and ontological mono-valence or ‘the generation of a purely positive account of reali-ty’ (ibid., p. 15).
- Full Text:
- Date Issued: 2015
Working with critical realist perspective and tools at the interface of indigenous and scientific knowledge in a science curriculum setting
- Authors: O'Donoghue, Rob B
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437081 , vital:73329 , ISBN 9781315660899 , https://www.routledge.com/Critical-Realism-Environmental-Learning-and-Social-Ecological-Change/Price-Lotz-Sistka/p/book/9780367597689
- Description: This chapter uses basic and dialectical critical realism to exam-ine and review prevailing dispositions on indigenous and insti-tutional knowledge (Western science) in environmental educa-tion processes. It examines some of the macro social pro-cesses that have inscribed assumptions of incommensurable differences between the two kinds of knowledge. It notes that whereas a previous hegemony of positivism would have re-sulted in the dismissal of much indigenous knowledge as mere superstition, contemporary intellectual perspectives (poststruc-tural and hermeneutical) have shaped a proliferation of worldview modelling that has resulted in a macro-level exempli-fying of indigenous knowledge as different and opposing Western science. Here, the lack of adequate mediating tools has given rise to a problematic inscription of assumed differ-ence between the knowledge of indigenous peoples and that of scientific institutions. Furthermore, despite an overt emancipatory intention in worldview discourses, the marginalization of indigenous peoples and knowledge remains.
- Full Text:
- Date Issued: 2015
- Authors: O'Donoghue, Rob B
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437081 , vital:73329 , ISBN 9781315660899 , https://www.routledge.com/Critical-Realism-Environmental-Learning-and-Social-Ecological-Change/Price-Lotz-Sistka/p/book/9780367597689
- Description: This chapter uses basic and dialectical critical realism to exam-ine and review prevailing dispositions on indigenous and insti-tutional knowledge (Western science) in environmental educa-tion processes. It examines some of the macro social pro-cesses that have inscribed assumptions of incommensurable differences between the two kinds of knowledge. It notes that whereas a previous hegemony of positivism would have re-sulted in the dismissal of much indigenous knowledge as mere superstition, contemporary intellectual perspectives (poststruc-tural and hermeneutical) have shaped a proliferation of worldview modelling that has resulted in a macro-level exempli-fying of indigenous knowledge as different and opposing Western science. Here, the lack of adequate mediating tools has given rise to a problematic inscription of assumed differ-ence between the knowledge of indigenous peoples and that of scientific institutions. Furthermore, despite an overt emancipatory intention in worldview discourses, the marginalization of indigenous peoples and knowledge remains.
- Full Text:
- Date Issued: 2015
'We must start with our own children’: reflectively researching intergenerational leadership for social justice, education, and sustainability
- Authors: Lotz-Sisitka, Heila
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437207 , vital:73353 , ISBN 978-9086862528 , https://doi.org/10.3920/978-90-8686-802-5_1
- Description: This paper was prepared today, 13 December 2013, for this book on ‘Intergenerational learning and transformative leader-ship for sustainable futures’, to be released in November 2014 at a World Conference to mark the end of the UN Decade of Education for Sustainable Development (UN-DESD) in Nago-ya, Japan. The UNDESD was born in Johannesburg in 2002; it was an outcome of the Johannesburg Implementation Plan formulated by world leaders at the World Summit on Sustaina-ble Development, hosted by the South African government, building on the earlier Rio Earth Summit. Nelson Rolihlahla Mandela attended the opening of the World Summit on Sus-tainable Development soon after he left office as the first dem-ocratically elected President of the Republic of South Africa. He passed away a week ago today, on 5 December 2013, at the age of 95. His life story is well known. I write here about his words ‘We must start with our own children’.
- Full Text:
- Date Issued: 2014
- Authors: Lotz-Sisitka, Heila
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437207 , vital:73353 , ISBN 978-9086862528 , https://doi.org/10.3920/978-90-8686-802-5_1
- Description: This paper was prepared today, 13 December 2013, for this book on ‘Intergenerational learning and transformative leader-ship for sustainable futures’, to be released in November 2014 at a World Conference to mark the end of the UN Decade of Education for Sustainable Development (UN-DESD) in Nago-ya, Japan. The UNDESD was born in Johannesburg in 2002; it was an outcome of the Johannesburg Implementation Plan formulated by world leaders at the World Summit on Sustaina-ble Development, hosted by the South African government, building on the earlier Rio Earth Summit. Nelson Rolihlahla Mandela attended the opening of the World Summit on Sus-tainable Development soon after he left office as the first dem-ocratically elected President of the Republic of South Africa. He passed away a week ago today, on 5 December 2013, at the age of 95. His life story is well known. I write here about his words ‘We must start with our own children’.
- Full Text:
- Date Issued: 2014
A reflection on the use of case studies as a methodology for social learning research in sub Saharan Africa
- Cundill, Georgina, Lotz-Sisitka, Heila, Mukute, Mutizwa, Belay, Million, Shackleton, Sheona E, Kulundu, Iinjairu
- Authors: Cundill, Georgina , Lotz-Sisitka, Heila , Mukute, Mutizwa , Belay, Million , Shackleton, Sheona E , Kulundu, Iinjairu
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436636 , vital:73288 , ISBN 1573-5214 , https://doi.org/10.1016/j.njas.2013.04.001
- Description: A recent review has highlighted that the methodology most commonly employed to research social learning has been the individual case study. We draw on four examples of social learning research in the environmental and sustainability sci-ences from sub-Saharan Africa to reflect on possible reasons behind the preponderance of case study research in this field, and to identify common elements that may be significant for social learning research more generally. We find that a com-mon interest in change oriented social learning, and therefore processes of change, makes case studies a necessary ap-proach because long term process analyses are required that are sensitive to social-ecological contexts. Common elements of the examples reflected upon included: a focus on initiating, tracking and/or understanding a process of change toward sustainability; long term research; an action research agenda that involves reflecting on data with research participants; and temporal, process based analysis of data coupled with in-depth theoretical analysis. This paper highlights that there is significant scope for exploratory research that compares case studies of social learning research to generate a deeper un-derstanding of social learning processes, and their relationship to human agency and societal change.
- Full Text:
- Date Issued: 2014
- Authors: Cundill, Georgina , Lotz-Sisitka, Heila , Mukute, Mutizwa , Belay, Million , Shackleton, Sheona E , Kulundu, Iinjairu
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436636 , vital:73288 , ISBN 1573-5214 , https://doi.org/10.1016/j.njas.2013.04.001
- Description: A recent review has highlighted that the methodology most commonly employed to research social learning has been the individual case study. We draw on four examples of social learning research in the environmental and sustainability sci-ences from sub-Saharan Africa to reflect on possible reasons behind the preponderance of case study research in this field, and to identify common elements that may be significant for social learning research more generally. We find that a com-mon interest in change oriented social learning, and therefore processes of change, makes case studies a necessary ap-proach because long term process analyses are required that are sensitive to social-ecological contexts. Common elements of the examples reflected upon included: a focus on initiating, tracking and/or understanding a process of change toward sustainability; long term research; an action research agenda that involves reflecting on data with research participants; and temporal, process based analysis of data coupled with in-depth theoretical analysis. This paper highlights that there is significant scope for exploratory research that compares case studies of social learning research to generate a deeper un-derstanding of social learning processes, and their relationship to human agency and societal change.
- Full Text:
- Date Issued: 2014
Adolescent pregnancy: A feminist issue
- Authors: Macleod, Catriona I
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434360 , vital:73051 , ISBN 978-1-4899-8025-0 , https://link.springer.com/chapter/10.1007/978-1-4899-8026-7_6
- Description: Pregnancy and mothering are enduring and central concerns of feminism. DiQuinzo (1999) sums this up in stating that “mothering is both an important site at which the central concepts of feminist theory are elaborated and a site at which these concepts are challenged and reworked.” Stephens (2004) argues, ‘…reproduction and mothering are central to theories of patriarchy and women’s unequal position in Western society…Childbirth can paradoxically be seen as both a cause of women’s subordinate position in society and a means of empowerment.’ Yet, despite the pivotal nature of pregnancy and mothering in feminist literature, there has been surprisingly little direct engagement by feminists in the area of ‘adolescent pregnancy.’ The engagement that there has been is a whisper in relation to the plethora of public health, medical, and psychological writings on ‘adolescent pregnancy.’ The feminists who have engaged with ‘adolescent pregnancy’ have, from their initial engagement and to varying degrees, tried to undermine simple interpretations of ‘adolescent pregnancy’ as a social problem and to link micro- and macro-level gender relations to occurrence of, and responses to, ‘adolescent pregnancy.’ Thus, for example, in the 1980s, Chilman (1985) asserted, ‘Sexism particularly afflicts programs and policies for these young people [unmarried teenage parents] as well as the behaviors that lead up to their becoming unmarried parents.’ In the 1990s, Pillow (1997), using a combination of feminist and postmodern theory, argued that ‘teen research and policy interventions can be understood as entrenched in the dilemmas of modernism, resulting often in normative assumptions that reflect our paradoxical attitudes and practices concerning female sexuality.’ More recently, Wilson and Huntington (2005) observed ‘adolescent pregnancy’ at a time when rates of fertility among young women are decreasing in ‘Western’ societies is ‘underpinned by changing social and political imperatives regarding the role of women in these countries.’
- Full Text:
- Date Issued: 2014
- Authors: Macleod, Catriona I
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434360 , vital:73051 , ISBN 978-1-4899-8025-0 , https://link.springer.com/chapter/10.1007/978-1-4899-8026-7_6
- Description: Pregnancy and mothering are enduring and central concerns of feminism. DiQuinzo (1999) sums this up in stating that “mothering is both an important site at which the central concepts of feminist theory are elaborated and a site at which these concepts are challenged and reworked.” Stephens (2004) argues, ‘…reproduction and mothering are central to theories of patriarchy and women’s unequal position in Western society…Childbirth can paradoxically be seen as both a cause of women’s subordinate position in society and a means of empowerment.’ Yet, despite the pivotal nature of pregnancy and mothering in feminist literature, there has been surprisingly little direct engagement by feminists in the area of ‘adolescent pregnancy.’ The engagement that there has been is a whisper in relation to the plethora of public health, medical, and psychological writings on ‘adolescent pregnancy.’ The feminists who have engaged with ‘adolescent pregnancy’ have, from their initial engagement and to varying degrees, tried to undermine simple interpretations of ‘adolescent pregnancy’ as a social problem and to link micro- and macro-level gender relations to occurrence of, and responses to, ‘adolescent pregnancy.’ Thus, for example, in the 1980s, Chilman (1985) asserted, ‘Sexism particularly afflicts programs and policies for these young people [unmarried teenage parents] as well as the behaviors that lead up to their becoming unmarried parents.’ In the 1990s, Pillow (1997), using a combination of feminist and postmodern theory, argued that ‘teen research and policy interventions can be understood as entrenched in the dilemmas of modernism, resulting often in normative assumptions that reflect our paradoxical attitudes and practices concerning female sexuality.’ More recently, Wilson and Huntington (2005) observed ‘adolescent pregnancy’ at a time when rates of fertility among young women are decreasing in ‘Western’ societies is ‘underpinned by changing social and political imperatives regarding the role of women in these countries.’
- Full Text:
- Date Issued: 2014
Climate Change and Environmental Challenges in Southern African Development Community (SADC): Responses in the Age of Globalisation
- Chikunda, Charles, Mandikonza, Caleb
- Authors: Chikunda, Charles , Mandikonza, Caleb
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437249 , vital:73363 , ISBN 9789462098367 , https://brill.com/display/book/9789462098367/BP000009.xml
- Description: There is evidence that one of the greatest controversies facing Africa today is how to make sense of the two leading global intentions of the 21st century: sustainable development and globalisation. These two paradigms appear to have some op-posing tendencies within them, some of which are contestable. Globalisation advocates for liberalisation; reduction or elimina-tion of state regulations on the market, free reign, and a high degree of rights to the large corporations that dominate the market. Globalisation also entails the cross flow of knowledge and knowledge forms.
- Full Text:
- Date Issued: 2014
- Authors: Chikunda, Charles , Mandikonza, Caleb
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437249 , vital:73363 , ISBN 9789462098367 , https://brill.com/display/book/9789462098367/BP000009.xml
- Description: There is evidence that one of the greatest controversies facing Africa today is how to make sense of the two leading global intentions of the 21st century: sustainable development and globalisation. These two paradigms appear to have some op-posing tendencies within them, some of which are contestable. Globalisation advocates for liberalisation; reduction or elimina-tion of state regulations on the market, free reign, and a high degree of rights to the large corporations that dominate the market. Globalisation also entails the cross flow of knowledge and knowledge forms.
- Full Text:
- Date Issued: 2014
Developing a relational perspective on intergenerational learning
- Authors: Schudel, Ingrid J
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437161 , vital:73349 , ISBN 978-9086862528 , https://doi.org/10.3920/978-90-8686-802-5_16
- Description: This chapter argues for a critical perspective on the use of lo-cal knowledge and practices in teaching and learning, present-ing some pedagogical thinking tools for reviewing intergenera-tional teaching and learning processes. The chapter highlights five relational elements in teaching and learning processes, including the relationship between individual and community, social and historic contexts, school-based actions and local practices, local and regional/national/global concerns, and fi-nally between local knowledge and abstract school knowledge. These relational elements of learning illustrate how it is possi-ble to mitigate against conservative, over-simplistic or idealistic responses to environmental concerns. This argument is illus-trated through reference to a lesson designed and implement-ed by a school teacher participating in a Rhodes University ac-credited teacher professional development course–the Schools and Sustainability course. This teacher depended substantially on intergenerational communication for her les-son, which supported Grade 1 pupils to research the use of wild vegetables historically in their community and plant these vegetables in their school garden with the support of knowledgeable community members.
- Full Text:
- Date Issued: 2014
- Authors: Schudel, Ingrid J
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437161 , vital:73349 , ISBN 978-9086862528 , https://doi.org/10.3920/978-90-8686-802-5_16
- Description: This chapter argues for a critical perspective on the use of lo-cal knowledge and practices in teaching and learning, present-ing some pedagogical thinking tools for reviewing intergenera-tional teaching and learning processes. The chapter highlights five relational elements in teaching and learning processes, including the relationship between individual and community, social and historic contexts, school-based actions and local practices, local and regional/national/global concerns, and fi-nally between local knowledge and abstract school knowledge. These relational elements of learning illustrate how it is possi-ble to mitigate against conservative, over-simplistic or idealistic responses to environmental concerns. This argument is illus-trated through reference to a lesson designed and implement-ed by a school teacher participating in a Rhodes University ac-credited teacher professional development course–the Schools and Sustainability course. This teacher depended substantially on intergenerational communication for her les-son, which supported Grade 1 pupils to research the use of wild vegetables historically in their community and plant these vegetables in their school garden with the support of knowledgeable community members.
- Full Text:
- Date Issued: 2014
Empathetic apprentice: pedagogical developments in aesthetic education of the social learning practitioner in South Africa
- Authors: McGarry, Dylan K
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437176 , vital:73350 , ISBN 978-9086862528 , https://doi.org/10.3920/978-90-8686-802-5_12
- Description: Apprenticeship is an ancient and intuitive approach to learning, yet today traditional forms of apprenticeship are becoming in-creasingly scarce. The role of apprenticeship in relation to learning through embodied, first hand experience is somewhat overlooked, particularly in the the pedagogical development of social learning. Understanding this in my early doctoral re-search, I focused on the process of apprenticeship and its contribution to social learning practice. I moved beyond the concept of traditional apprenticeship (that of learning a specific artisan practice) and explored the possibility of sharpening my capacities as an ‘ecological-citizen’; expanding Education for Sustainable Development (ESD) concepts, and investigating a wider embodied learning of a citizen situated in a greater social-ecological phenomenon.
- Full Text:
- Date Issued: 2014
- Authors: McGarry, Dylan K
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437176 , vital:73350 , ISBN 978-9086862528 , https://doi.org/10.3920/978-90-8686-802-5_12
- Description: Apprenticeship is an ancient and intuitive approach to learning, yet today traditional forms of apprenticeship are becoming in-creasingly scarce. The role of apprenticeship in relation to learning through embodied, first hand experience is somewhat overlooked, particularly in the the pedagogical development of social learning. Understanding this in my early doctoral re-search, I focused on the process of apprenticeship and its contribution to social learning practice. I moved beyond the concept of traditional apprenticeship (that of learning a specific artisan practice) and explored the possibility of sharpening my capacities as an ‘ecological-citizen’; expanding Education for Sustainable Development (ESD) concepts, and investigating a wider embodied learning of a citizen situated in a greater social-ecological phenomenon.
- Full Text:
- Date Issued: 2014
Leadership for biodiversity in South Africa transformation and capacity development in the GreenMatter programme
- Authors: Rosenberg, Eureta
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437190 , vital:73351 , ISBN 978-9086862528 , https://doi.org/10.3920/978-90-8686-802-5_18
- Description: As we begin to write this chapter, it is only a few hours since the news broke about the passing of Nelson Mandela, the founding president of a democratic South Africa. As we de-scribe our work in supporting intergenerational learning and the development of transformational leadership, it seems appro-priate to make this reference as a tribute to him. This work would not have been possible without the contribution of Man-dela and all who fought for justice and an egalitarian society in South Africa. We are able to write about the so-called ‘born frees’ because of Mandela’s role in dismantling apartheid, a system that sought to condemn black people to perpetual ser-vitude, ignorance and poverty. Indeed, our efforts in building skills for biodiversity, under the auspices of GreenMatter, are inspired by his courageous leadership, his selflessness, com-mitment to education and love of people, knowledge and na-ture. While philosophies, contexts and methods will vary, the quest of all intergenerational learning is to build a bridge that enables young people to learn from the experiences and wisdom of previous generations.
- Full Text:
- Date Issued: 2014
- Authors: Rosenberg, Eureta
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437190 , vital:73351 , ISBN 978-9086862528 , https://doi.org/10.3920/978-90-8686-802-5_18
- Description: As we begin to write this chapter, it is only a few hours since the news broke about the passing of Nelson Mandela, the founding president of a democratic South Africa. As we de-scribe our work in supporting intergenerational learning and the development of transformational leadership, it seems appro-priate to make this reference as a tribute to him. This work would not have been possible without the contribution of Man-dela and all who fought for justice and an egalitarian society in South Africa. We are able to write about the so-called ‘born frees’ because of Mandela’s role in dismantling apartheid, a system that sought to condemn black people to perpetual ser-vitude, ignorance and poverty. Indeed, our efforts in building skills for biodiversity, under the auspices of GreenMatter, are inspired by his courageous leadership, his selflessness, com-mitment to education and love of people, knowledge and na-ture. While philosophies, contexts and methods will vary, the quest of all intergenerational learning is to build a bridge that enables young people to learn from the experiences and wisdom of previous generations.
- Full Text:
- Date Issued: 2014
Pregnancy among young women in South Africa
- Macleod, Catriona I, Tracey, Tiffany
- Authors: Macleod, Catriona I , Tracey, Tiffany
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434371 , vital:73052 , ISBN 978-1-4899-8025-0 , https://doi.org/10.1007/978-1-4899-8026-7
- Description: In 1994, South Africa witnessed its first democratic elections after centuries of colonial and then apartheid rule. As time passes since that euphoric moment in 1994, the difficulties of transformation have become evident. In terms of sexual and reproductive health, HIV/AIDS is acknowledged as one of the most significant challenges, with South Africa having one of the highest infection rates globally. Pregnancy among teenage women is receiving increasing attention as well. For example, public concern has been expressed that the recently introduced Child Support Grant (CSG) acts as a ‘perverse incentive’ for young women to bear children. This emotional claim was refuted by separately commissioned reviews of research on girls who received the grant. National statistics paint an interesting picture that negates the popular opinion in South Africa that rates of teenage pregnancy and childbearing are escalating. The 1998, the South African Demographic and Health Survey (SADHS) indicated that 35 % of women had had a child by the age of 19 years, while in the 2003 SADHS survey, this had decreased to 27 %. The rights-based approach adopted by the South African government to sexual and reproductive health enshrines a young woman’s right to prevent an unwanted pregnancy, to plan a pregnancy with her partner should they wish, to make an independent decision concerning the outcome of a pregnancy, to terminate that pregnancy safely should she wish, and to access non-discriminatory prenatal and postnatal care should she take the pregnancy to term. While there are still many obstacles and challenges associated with the issues of ‘adolescent pregnancy,’ it is important to remember the success represented by, and that arises from, this rights-based legislation.
- Full Text:
- Date Issued: 2014
- Authors: Macleod, Catriona I , Tracey, Tiffany
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434371 , vital:73052 , ISBN 978-1-4899-8025-0 , https://doi.org/10.1007/978-1-4899-8026-7
- Description: In 1994, South Africa witnessed its first democratic elections after centuries of colonial and then apartheid rule. As time passes since that euphoric moment in 1994, the difficulties of transformation have become evident. In terms of sexual and reproductive health, HIV/AIDS is acknowledged as one of the most significant challenges, with South Africa having one of the highest infection rates globally. Pregnancy among teenage women is receiving increasing attention as well. For example, public concern has been expressed that the recently introduced Child Support Grant (CSG) acts as a ‘perverse incentive’ for young women to bear children. This emotional claim was refuted by separately commissioned reviews of research on girls who received the grant. National statistics paint an interesting picture that negates the popular opinion in South Africa that rates of teenage pregnancy and childbearing are escalating. The 1998, the South African Demographic and Health Survey (SADHS) indicated that 35 % of women had had a child by the age of 19 years, while in the 2003 SADHS survey, this had decreased to 27 %. The rights-based approach adopted by the South African government to sexual and reproductive health enshrines a young woman’s right to prevent an unwanted pregnancy, to plan a pregnancy with her partner should they wish, to make an independent decision concerning the outcome of a pregnancy, to terminate that pregnancy safely should she wish, and to access non-discriminatory prenatal and postnatal care should she take the pregnancy to term. While there are still many obstacles and challenges associated with the issues of ‘adolescent pregnancy,’ it is important to remember the success represented by, and that arises from, this rights-based legislation.
- Full Text:
- Date Issued: 2014
Transformative learning and individual adaptation
- Kronlid, David O, Lotz-Sisitka, Heila
- Authors: Kronlid, David O , Lotz-Sisitka, Heila
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437147 , vital:73347 , ISBN 978-1-137-42804-2 , https://doi.org/10.1057/9781137428042_4
- Description: The first part of this chapter explores learning as a Capability to transformatively engage with the world in a climate change context. It draws on previous work that shows that modern as well as indigenous knowledge systems are being affected by climate change. There is no doubt that for societies to adapt to climate change, there is a need for substantive transformative learning, as people everywhere will need to learn new values, practices, relations, and new ways of being and becoming. Such learning on a societal scale has occurred before—as humans adapted to the emergence of the Industrial Revolu-tion, for example. However, the transformation in the climate change adaptation context in many ways is in response to maladaptations that emerged from previous massive societal transformation processes, making this complex to navigate. It is also well known that climate change is leaving many people insecure and highly vulnerable to climate change impacts; it is affecting us all, but the impacts are uneven (Field et al. 2014), requiring different kinds of transformative learning processes in different places and contexts. In this chapter, we therefore propose that, under climate change conditions, we view learning as a key Capability in climate adaptation contexts.
- Full Text:
- Date Issued: 2014
- Authors: Kronlid, David O , Lotz-Sisitka, Heila
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437147 , vital:73347 , ISBN 978-1-137-42804-2 , https://doi.org/10.1057/9781137428042_4
- Description: The first part of this chapter explores learning as a Capability to transformatively engage with the world in a climate change context. It draws on previous work that shows that modern as well as indigenous knowledge systems are being affected by climate change. There is no doubt that for societies to adapt to climate change, there is a need for substantive transformative learning, as people everywhere will need to learn new values, practices, relations, and new ways of being and becoming. Such learning on a societal scale has occurred before—as humans adapted to the emergence of the Industrial Revolu-tion, for example. However, the transformation in the climate change adaptation context in many ways is in response to maladaptations that emerged from previous massive societal transformation processes, making this complex to navigate. It is also well known that climate change is leaving many people insecure and highly vulnerable to climate change impacts; it is affecting us all, but the impacts are uneven (Field et al. 2014), requiring different kinds of transformative learning processes in different places and contexts. In this chapter, we therefore propose that, under climate change conditions, we view learning as a key Capability in climate adaptation contexts.
- Full Text:
- Date Issued: 2014