Lalela uLwandle: An experiment in plural governance discussions
- Erwin, Kira, Pereira, Taryn, McGarry, Dylan K, Coppen, Neil
- Authors: Erwin, Kira , Pereira, Taryn , McGarry, Dylan K , Coppen, Neil
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436145 , vital:73230 , ISBN 978-3-030-99347-4 , https://doi.org/10.1007/978-3-030-99347-4_20
- Description: Symbolic, cultural and spiritual meanings of the oceans, whilst different depending on positionality, are important aspects of understanding humans’ relationship with the oceans. Currently in South Africa, cultural, social and spiritual meanings of the oceans are given little consideration in the rush for the Blue Economy and ocean governance frame-works. Neither are they widely considered in environmental conservation and management. This chapter argues that for inclusive ocean governance it is necessary to create more equitable listening forums for how different epistemologies makes sense of the oceans. The chapter draws from the research-based theatre project called Lalela uLwandle performed along the KwaZulu-Natal Coast. The chapter explores what is lost when knowledge systems are conceived as incommensurable and how this serves hegemonic interests. Importantly, it also explores what might be gained when we embody more fluid and plural epistemologies that can mould, expand, broaden and enrich our decision-making process on the ocean.
- Full Text:
- Date Issued: 2022
- Authors: Erwin, Kira , Pereira, Taryn , McGarry, Dylan K , Coppen, Neil
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436145 , vital:73230 , ISBN 978-3-030-99347-4 , https://doi.org/10.1007/978-3-030-99347-4_20
- Description: Symbolic, cultural and spiritual meanings of the oceans, whilst different depending on positionality, are important aspects of understanding humans’ relationship with the oceans. Currently in South Africa, cultural, social and spiritual meanings of the oceans are given little consideration in the rush for the Blue Economy and ocean governance frame-works. Neither are they widely considered in environmental conservation and management. This chapter argues that for inclusive ocean governance it is necessary to create more equitable listening forums for how different epistemologies makes sense of the oceans. The chapter draws from the research-based theatre project called Lalela uLwandle performed along the KwaZulu-Natal Coast. The chapter explores what is lost when knowledge systems are conceived as incommensurable and how this serves hegemonic interests. Importantly, it also explores what might be gained when we embody more fluid and plural epistemologies that can mould, expand, broaden and enrich our decision-making process on the ocean.
- Full Text:
- Date Issued: 2022
Environmental ethics: A sourcebook for educators
- Jickling, Bob, Lotz-Sisitka, Heila, Olvitt, Lausanne L, O’Donoghue, Rob B, Schudel, Ingrid J, McGarry, Dylan K, Niblett, Blair
- Authors: Jickling, Bob , Lotz-Sisitka, Heila , Olvitt, Lausanne L , O’Donoghue, Rob B , Schudel, Ingrid J , McGarry, Dylan K , Niblett, Blair
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435834 , vital:73205 , ISBN 978-1991201287 , https://www.amazon.com/Environmental-Ethics-Sourcebook-Bob-Jickling/dp/1991201281
- Description: This well-constructed, and highly original, sourcebook inte-grates educational materials for teaching environmental eth-ics with theoretical reflections. The book is set to contribute immensely to its aim of taking ethics out of philosophy de-partments and putting it into the streets, into villages, and on the Earth—to make ethics an everyday activity, not some-thing left to experts and specialists. Context-based activities are presented in almost every chapter. While it acknowledg-es foundational theories in environmental ethics, and the work that they continue to do, it wholeheartedly embraces a growing body of literature that emphasises contextual, pro-cess-oriented, and place-based approaches to ethical reflec-tion, deliberation, and action. It walks on the ground and isn’t afraid to get a little dirty or to seek joy in earthly relationships. And it ultimately breaks with much Western academic tradi-tion by framing “ethics in a storied world”, thus making room to move beyond Euro-American perspectives in environmen-tal issues. This work will be of interest to school teachers and other non-formal and informal educators, teacher educators, college instructors, university professors, and other profes-sionals who wish to bring environmental ethics to the fore-front of their pedagogical practices.
- Full Text:
- Date Issued: 2021
- Authors: Jickling, Bob , Lotz-Sisitka, Heila , Olvitt, Lausanne L , O’Donoghue, Rob B , Schudel, Ingrid J , McGarry, Dylan K , Niblett, Blair
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435834 , vital:73205 , ISBN 978-1991201287 , https://www.amazon.com/Environmental-Ethics-Sourcebook-Bob-Jickling/dp/1991201281
- Description: This well-constructed, and highly original, sourcebook inte-grates educational materials for teaching environmental eth-ics with theoretical reflections. The book is set to contribute immensely to its aim of taking ethics out of philosophy de-partments and putting it into the streets, into villages, and on the Earth—to make ethics an everyday activity, not some-thing left to experts and specialists. Context-based activities are presented in almost every chapter. While it acknowledg-es foundational theories in environmental ethics, and the work that they continue to do, it wholeheartedly embraces a growing body of literature that emphasises contextual, pro-cess-oriented, and place-based approaches to ethical reflec-tion, deliberation, and action. It walks on the ground and isn’t afraid to get a little dirty or to seek joy in earthly relationships. And it ultimately breaks with much Western academic tradi-tion by framing “ethics in a storied world”, thus making room to move beyond Euro-American perspectives in environmen-tal issues. This work will be of interest to school teachers and other non-formal and informal educators, teacher educators, college instructors, university professors, and other profes-sionals who wish to bring environmental ethics to the fore-front of their pedagogical practices.
- Full Text:
- Date Issued: 2021
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
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