Inkcubeko Nendalo: a bio-cultural diversity schools education project in South Africa and its implications for inclusive Indigenous Knowledge Systems (IKS) Sustainability.
- Cocks, Michelle L, Alexander, Jamie K, Dold, Anthony P
- Authors: Cocks, Michelle L , Alexander, Jamie K , Dold, Anthony P
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/141187 , vital:37951 , DOI: 10.1177/0973408212475232
- Description: South Africa is currently the world’s third most biodiverse country, with one of the highest concentrations of threatened biodiversity in the world. Emerging research reveals the increasing pressure on this biodiversity with many wild resources continuing to be utilised for livelihood purposes even within urban environments. The Rio conventions, particularly the CBD, call for an integrated approach to conservation that incorporates local environmental knowledge and practices. In a bid to market itself as globally competitive, South Africa’s Curriculum 2005 (C 2005) is primarily focused on Western-based scientific knowledge, which sidelines the contribution of indigenous knowledge systems (IKS) and ignores the holistic nature of indigenous worldviews. The Inkcubeko Nendalo programme is designed to revitalise cultural identity, showing children the value of local indigenous knowledge and cultural environmental values.
- Full Text:
- Date Issued: 2013
- Authors: Cocks, Michelle L , Alexander, Jamie K , Dold, Anthony P
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/141187 , vital:37951 , DOI: 10.1177/0973408212475232
- Description: South Africa is currently the world’s third most biodiverse country, with one of the highest concentrations of threatened biodiversity in the world. Emerging research reveals the increasing pressure on this biodiversity with many wild resources continuing to be utilised for livelihood purposes even within urban environments. The Rio conventions, particularly the CBD, call for an integrated approach to conservation that incorporates local environmental knowledge and practices. In a bid to market itself as globally competitive, South Africa’s Curriculum 2005 (C 2005) is primarily focused on Western-based scientific knowledge, which sidelines the contribution of indigenous knowledge systems (IKS) and ignores the holistic nature of indigenous worldviews. The Inkcubeko Nendalo programme is designed to revitalise cultural identity, showing children the value of local indigenous knowledge and cultural environmental values.
- Full Text:
- Date Issued: 2013
Civil society and state-centred struggles
- Authors: Helliker, Kirk D
- Date: 2012
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/71231 , vital:29821 , https://doi.org/10.1080/02589001.2012.641723
- Description: This article is about civil society and state-centred struggles in contemporary Zimbabwe. I first identify and outline three current understandings of civil society. Two understandings (one Liberal, one Radical) are state-centric and exist firmly within the logic of state discourses and state politics. A third understanding, also Radical, is society-centric and speaks about politics existing at a distance from the state and possibly beyond the boundaries of civil society. This civil society-state discussion frames the second section of the article, which looks specifically at Zimbabwe. It details civil society as contested terrain (from the late 1990s onwards) within the context of a scholarly debate about agrarian transformation and political change. This debate, which reproduces (in theoretical garb) the key political society (or party) fault-lines within Zimbabwean society, has taken place primarily within the restricted confines of state-centred discourses.
- Full Text:
- Date Issued: 2012
- Authors: Helliker, Kirk D
- Date: 2012
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/71231 , vital:29821 , https://doi.org/10.1080/02589001.2012.641723
- Description: This article is about civil society and state-centred struggles in contemporary Zimbabwe. I first identify and outline three current understandings of civil society. Two understandings (one Liberal, one Radical) are state-centric and exist firmly within the logic of state discourses and state politics. A third understanding, also Radical, is society-centric and speaks about politics existing at a distance from the state and possibly beyond the boundaries of civil society. This civil society-state discussion frames the second section of the article, which looks specifically at Zimbabwe. It details civil society as contested terrain (from the late 1990s onwards) within the context of a scholarly debate about agrarian transformation and political change. This debate, which reproduces (in theoretical garb) the key political society (or party) fault-lines within Zimbabwean society, has taken place primarily within the restricted confines of state-centred discourses.
- Full Text:
- Date Issued: 2012
Welcome Address of the Vice‐Chancellor of Rhodes University, Dr Saleem Badat, to First‐Year students
- Authors: Badat, Saleem
- Date: 2012
- Language: English
- Type: text
- Identifier: vital:7592 , http://hdl.handle.net/10962/d1006583
- Description: From introduction: Our first purpose is to produce knowledge, so that we can better understand our natural and social worlds and also enrich our scientific and cultural heritage. The second purpose of a university is to disseminate knowledge and to develop critical and creative minds. Our goals, yours and ours, must be for you to think imaginatively, ‘effectively and critically;’ to ‘achieve depth in some field of knowledge;’ to appreciate how we ‘gain knowledge and understanding of the universe, of society, and of ourselves;’ to have ‘a broad knowledge of other cultures and other times;’ to critique ideas and views and construct alternatives, and to communicate cogently, orally and in writing. Our final purpose as a university is to undertake community engagement, whether this is as part of academic courses or your voluntary participation in community projects organized by our Community Engagement Office.
- Full Text:
- Date Issued: 2012
Welcome Address of the Vice‐Chancellor of Rhodes University, Dr Saleem Badat, to First‐Year students
- Authors: Badat, Saleem
- Date: 2012
- Language: English
- Type: text
- Identifier: vital:7592 , http://hdl.handle.net/10962/d1006583
- Description: From introduction: Our first purpose is to produce knowledge, so that we can better understand our natural and social worlds and also enrich our scientific and cultural heritage. The second purpose of a university is to disseminate knowledge and to develop critical and creative minds. Our goals, yours and ours, must be for you to think imaginatively, ‘effectively and critically;’ to ‘achieve depth in some field of knowledge;’ to appreciate how we ‘gain knowledge and understanding of the universe, of society, and of ourselves;’ to have ‘a broad knowledge of other cultures and other times;’ to critique ideas and views and construct alternatives, and to communicate cogently, orally and in writing. Our final purpose as a university is to undertake community engagement, whether this is as part of academic courses or your voluntary participation in community projects organized by our Community Engagement Office.
- Full Text:
- Date Issued: 2012
Key drivers of change and their implications for Construction Management in the next decade: an eclectic approach
- Authors: Shakantu, Winston
- Subjects: Change , Construction industry , f-sa
- Language: English
- Type: text , Lectures
- Identifier: http://hdl.handle.net/10948/20912 , vital:29416
- Description: I chose to look at ‘key drivers of change’ as change is the only constant in our lives; its winds keep blowing in perpetuity. Drivers of change are factors that induce or compel organisations to modify their actions in response to change. The drivers of change originate mainly in the macro-environment and in most cases in the micro-environment. As for why ‘implications for construction management research’ it is because of the four areas of responsibility for an academic, that is, Teaching, Research, Engagement and Administration, research informs all the four. Therefore, it seems to be the logical departure point for a professorial exposition.
- Full Text:
- Authors: Shakantu, Winston
- Subjects: Change , Construction industry , f-sa
- Language: English
- Type: text , Lectures
- Identifier: http://hdl.handle.net/10948/20912 , vital:29416
- Description: I chose to look at ‘key drivers of change’ as change is the only constant in our lives; its winds keep blowing in perpetuity. Drivers of change are factors that induce or compel organisations to modify their actions in response to change. The drivers of change originate mainly in the macro-environment and in most cases in the micro-environment. As for why ‘implications for construction management research’ it is because of the four areas of responsibility for an academic, that is, Teaching, Research, Engagement and Administration, research informs all the four. Therefore, it seems to be the logical departure point for a professorial exposition.
- Full Text:
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