Co-management and social equity at Silaka and Hluleka Nature Reserves, South Africa
- Authors: Mtshintsho, Anda
- Date: 2024-10-11
- Subjects: Natural resources Co-management , Social equity , Benefit sharing , Protected areas Public use South Africa Eastern Cape , Indigenous peoples Attitudes
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/464834 , vital:76549
- Description: Co-management of protected areas (PAs) is a desired conservation approach aimed at balancing ecological goals and livelihood needs. Central to co-management are issues related to power sharing, responsibilities and benefit sharing. However, there still remains a dominance of an ecological emphasis in PA management, with studies focusing more on ‘objective’ biodiversity indicators for measuring the effectiveness of protected areas. However, focusing only on ecological indicators addresses a narrow perspective of achieving ecological integrity and misses social dimensions that, in some cases, might be considered more important than technical considerations. Particularly, in contexts with a history of socio-physical displacement of Indigenous people and local communities (IPLC), the social dimensions of wellbeing are complexly embedded into the economic and ecological dimensions, such that ignoring these linkages might jeopardise the success of protected areas. Thus, the aim of this study was to examine the state of research and conceptual advances on social indicators of conservation success in co-managed PAs and stakeholder views and perceptions on socially just conservation in co-managed protected areas in Silaka and Hluleka Nature Reserves, South Africa. To achieve this, a scoping review, semi-structured interviews and futures workshops (using the three horizons framework) were conducted. Findings from the scoping review (chapter 2) revealed that much of the reported social monitoring indicators still rely on quantifiable metrics (i.e., economic benefits) and less on subjective and relational metrics (i.e., qualitative strength of social networks and perceptions). Unsurprisingly, many of the reviewed case studies revealed the use of participation as an indicator of evaluating co-management success. Further, the interviews and futures workshop results in chapter 3 showed that the non-accrual of key co-management expectations such as the employment of local people, benefit-sharing (material or otherwise), participation in decision-making and community development has led to heightened conflicts between the reserve management agency and local people. Consequently, the respondents did not value the co-management arrangements, citing unfulfilled promises. Broadly, the findings of this study emphasise the need for collective and collaborative efforts in developing indicators that are not only socially just but those that are context dependent and sensitive. , Thesis (MSc) -- Faculty of Science, Environmental Science, 2024
- Full Text:
- Date Issued: 2024-10-11
- Authors: Mtshintsho, Anda
- Date: 2024-10-11
- Subjects: Natural resources Co-management , Social equity , Benefit sharing , Protected areas Public use South Africa Eastern Cape , Indigenous peoples Attitudes
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/464834 , vital:76549
- Description: Co-management of protected areas (PAs) is a desired conservation approach aimed at balancing ecological goals and livelihood needs. Central to co-management are issues related to power sharing, responsibilities and benefit sharing. However, there still remains a dominance of an ecological emphasis in PA management, with studies focusing more on ‘objective’ biodiversity indicators for measuring the effectiveness of protected areas. However, focusing only on ecological indicators addresses a narrow perspective of achieving ecological integrity and misses social dimensions that, in some cases, might be considered more important than technical considerations. Particularly, in contexts with a history of socio-physical displacement of Indigenous people and local communities (IPLC), the social dimensions of wellbeing are complexly embedded into the economic and ecological dimensions, such that ignoring these linkages might jeopardise the success of protected areas. Thus, the aim of this study was to examine the state of research and conceptual advances on social indicators of conservation success in co-managed PAs and stakeholder views and perceptions on socially just conservation in co-managed protected areas in Silaka and Hluleka Nature Reserves, South Africa. To achieve this, a scoping review, semi-structured interviews and futures workshops (using the three horizons framework) were conducted. Findings from the scoping review (chapter 2) revealed that much of the reported social monitoring indicators still rely on quantifiable metrics (i.e., economic benefits) and less on subjective and relational metrics (i.e., qualitative strength of social networks and perceptions). Unsurprisingly, many of the reviewed case studies revealed the use of participation as an indicator of evaluating co-management success. Further, the interviews and futures workshop results in chapter 3 showed that the non-accrual of key co-management expectations such as the employment of local people, benefit-sharing (material or otherwise), participation in decision-making and community development has led to heightened conflicts between the reserve management agency and local people. Consequently, the respondents did not value the co-management arrangements, citing unfulfilled promises. Broadly, the findings of this study emphasise the need for collective and collaborative efforts in developing indicators that are not only socially just but those that are context dependent and sensitive. , Thesis (MSc) -- Faculty of Science, Environmental Science, 2024
- Full Text:
- Date Issued: 2024-10-11
Exploring expansive learning and co-management in the uMzimvumbu catchment
- Authors: Kuse, Mzukisi
- Date: 2024-04-05
- Subjects: Expansive learning , Natural resources Co-management , Water security South Africa Mzimvubu River Watershed , Cultural-historical activity theory , Learning Evaluation
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/436547 , vital:73281 , DOI 10.21504/10962/436547
- Description: South Africa is a water-stressed country which is currently confronting numerous water challenges which include security of supply, degradation of ecological infrastructure, poor landscape governance and resource pollution. These are compounded by built infrastructure, which is ageing, an increasing population and the impact of climate change. South Africa’s water issues are influenced by a myriad of factors such as weather patterns, governance issues, historical apartheid policies, structural integrity of ecological and built infrastructure, and general provision of services. The most vulnerable members of society usually positioned in low-income communities are the ones who mostly bear the brunt of these harsh conditions. To address water insecurities and challenges, South Africa has defined several Strategic Water Source Areas (SWSAs), which are important for water security in South Africa. The Living Catchments Project (LCP) is a collaborative project, situated in four catchments in South Africa, with the aim to strengthen the enabling environment for the governance of water in South Africa’s strategic water resource areas. The central focus of the LCP is on co-learning and co-creation through communities of practice in order to enable, collaborate, and amplify the practice of transformative social learning and improve the policy advice practice and engagement with the water sector to contribute to the Water Research, Development and Innovation (RDI) Roadmap. This study is positioned in the LCP, which is also a case study for transformative innovation policy and Just Transitioning in South Africa. The aim of this study was to address the need for more substantive understanding of learning in co-management, and the evaluation of such learning, which was identified as a gap in the scientific literature, and which was confirmed through policy review. The study set out to explore expansive learning and co-management in the uMzimvubu catchment, which is one of the SWSAs in South Africa and forms part of the LCP, which in turn is part of the Transformation Innovation Policy Consortium’s cases of Just Transitioning. Cultural History Activity Theory (CHAT) was the foundational theory of this research, with a particular focus on 3rd generation activity analysis (Engeström, 1987), and formative intervention methodology, in which I was positioned as a formative interventionist researcher. I used individual interviews, focus group interviews, field observations, and Change Laboratory methods to identify activity systems, the shared object of activity, and to engage multi-voiced participants in resolution of contradictions to expand their learning. The study also identified indicators of learning relevant to co-management in a LCPs context. Monitoring of learning occurred in two different phases; before the expansive learning process (A-view), and after the expansive learning process (B-view). The Value Creation Framework tool adapted from Wenger et al. (2011) was used to identify indicators of learning. This study shows that the object of co-management of water resources in a catchment can be enhanced through learning platforms and processes that are collaborative and expansive. One of the study’s contributions to new knowledge lies in relation to the expansive learning process and how it expanded the learning around co-management in a Living Catchments Project context. A second contribution of the study shows that the expansive learning process embarked on qualitatively changed the nature of the indicators of learning in the catchment. A better set of indicators was attained following the expansive learning process, which are more aligned with the nature of transformative social learning. The study’s contributions can be summarised as offering insights into learning processes for co-management, as well as evaluation of these learning processes. Although the contributions emerging from this study may be at niche level innovation in the framing of Just Transitions, they have a potential to inform other catchments, where multi-actors are working together on co-management of water resources to secure water provision, as was the case for the uMzimvubu catchment communities who participated in this study. , Thesis (PhD) -- Faculty of Education, Secondary and Post School Education, 2024
- Full Text:
- Date Issued: 2024-04-05
- Authors: Kuse, Mzukisi
- Date: 2024-04-05
- Subjects: Expansive learning , Natural resources Co-management , Water security South Africa Mzimvubu River Watershed , Cultural-historical activity theory , Learning Evaluation
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/436547 , vital:73281 , DOI 10.21504/10962/436547
- Description: South Africa is a water-stressed country which is currently confronting numerous water challenges which include security of supply, degradation of ecological infrastructure, poor landscape governance and resource pollution. These are compounded by built infrastructure, which is ageing, an increasing population and the impact of climate change. South Africa’s water issues are influenced by a myriad of factors such as weather patterns, governance issues, historical apartheid policies, structural integrity of ecological and built infrastructure, and general provision of services. The most vulnerable members of society usually positioned in low-income communities are the ones who mostly bear the brunt of these harsh conditions. To address water insecurities and challenges, South Africa has defined several Strategic Water Source Areas (SWSAs), which are important for water security in South Africa. The Living Catchments Project (LCP) is a collaborative project, situated in four catchments in South Africa, with the aim to strengthen the enabling environment for the governance of water in South Africa’s strategic water resource areas. The central focus of the LCP is on co-learning and co-creation through communities of practice in order to enable, collaborate, and amplify the practice of transformative social learning and improve the policy advice practice and engagement with the water sector to contribute to the Water Research, Development and Innovation (RDI) Roadmap. This study is positioned in the LCP, which is also a case study for transformative innovation policy and Just Transitioning in South Africa. The aim of this study was to address the need for more substantive understanding of learning in co-management, and the evaluation of such learning, which was identified as a gap in the scientific literature, and which was confirmed through policy review. The study set out to explore expansive learning and co-management in the uMzimvubu catchment, which is one of the SWSAs in South Africa and forms part of the LCP, which in turn is part of the Transformation Innovation Policy Consortium’s cases of Just Transitioning. Cultural History Activity Theory (CHAT) was the foundational theory of this research, with a particular focus on 3rd generation activity analysis (Engeström, 1987), and formative intervention methodology, in which I was positioned as a formative interventionist researcher. I used individual interviews, focus group interviews, field observations, and Change Laboratory methods to identify activity systems, the shared object of activity, and to engage multi-voiced participants in resolution of contradictions to expand their learning. The study also identified indicators of learning relevant to co-management in a LCPs context. Monitoring of learning occurred in two different phases; before the expansive learning process (A-view), and after the expansive learning process (B-view). The Value Creation Framework tool adapted from Wenger et al. (2011) was used to identify indicators of learning. This study shows that the object of co-management of water resources in a catchment can be enhanced through learning platforms and processes that are collaborative and expansive. One of the study’s contributions to new knowledge lies in relation to the expansive learning process and how it expanded the learning around co-management in a Living Catchments Project context. A second contribution of the study shows that the expansive learning process embarked on qualitatively changed the nature of the indicators of learning in the catchment. A better set of indicators was attained following the expansive learning process, which are more aligned with the nature of transformative social learning. The study’s contributions can be summarised as offering insights into learning processes for co-management, as well as evaluation of these learning processes. Although the contributions emerging from this study may be at niche level innovation in the framing of Just Transitions, they have a potential to inform other catchments, where multi-actors are working together on co-management of water resources to secure water provision, as was the case for the uMzimvubu catchment communities who participated in this study. , Thesis (PhD) -- Faculty of Education, Secondary and Post School Education, 2024
- Full Text:
- Date Issued: 2024-04-05
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