Investigating epistemic justice in an adaptive planning process: towards developing a local catchment management strategy
- Authors: Ralekhetla, Mateboho Mary
- Date: 2019
- Subjects: Watershed management -- South Africa , Watershed management -- South Africa -- Moral and ethical aspects , Water resources development -- South Africa -- Eastern Cape , Water-supply -- South Africa -- Makhanda , Makana Water Forum (Makhanda, South Africa) , Makana Municipality (Makhanda, South Africa)
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/95980 , vital:31220
- Description: In South Africa, Integrated Water Resource Management (IWRM) is being put into practice in a way that incorporates the belief that all stakeholders should be given a voice in decisions that affect them. Catchment Management Forums (CMFs) are the first place for stakeholder participation, supported by Catchment Management Agencies (CMAs). A key first task of a CMA is to develop of their Catchment Management Strategy (CMS). In this research, I consulted and worked with stakeholders in the Makana Water Forum (Makana Local Municipality, Eastern Cape, South Africa) throughout the process as they worked towards formulating their local CMS. Importantly, this study used insights from the community to focus on the inter- and intra-group interactions among the stakeholders who participated in the first step of Strategic Adaptive Planning. In the process, I explored epistemic contestations that occurred between different epistemic agents (participants) who may have held identity prejudices. The research aimed to allow voices, which could otherwise have been marginalised, to come out in ways that were not stigmatised through the written and personal reflective process. In doing this, the study tried to hear the voice of the oppressed speaker whose knowledge and lived experiences have been overlooked by the hearer’s prejudice. Findings show that participants who were part of the CMS development process experienced epistemic justice. These findings further established that the addition of participant reflections enhanced the level of epistemic justice promoted by the Adaptive Planning Process (APP).
- Full Text:
- Date Issued: 2019
- Authors: Ralekhetla, Mateboho Mary
- Date: 2019
- Subjects: Watershed management -- South Africa , Watershed management -- South Africa -- Moral and ethical aspects , Water resources development -- South Africa -- Eastern Cape , Water-supply -- South Africa -- Makhanda , Makana Water Forum (Makhanda, South Africa) , Makana Municipality (Makhanda, South Africa)
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/95980 , vital:31220
- Description: In South Africa, Integrated Water Resource Management (IWRM) is being put into practice in a way that incorporates the belief that all stakeholders should be given a voice in decisions that affect them. Catchment Management Forums (CMFs) are the first place for stakeholder participation, supported by Catchment Management Agencies (CMAs). A key first task of a CMA is to develop of their Catchment Management Strategy (CMS). In this research, I consulted and worked with stakeholders in the Makana Water Forum (Makana Local Municipality, Eastern Cape, South Africa) throughout the process as they worked towards formulating their local CMS. Importantly, this study used insights from the community to focus on the inter- and intra-group interactions among the stakeholders who participated in the first step of Strategic Adaptive Planning. In the process, I explored epistemic contestations that occurred between different epistemic agents (participants) who may have held identity prejudices. The research aimed to allow voices, which could otherwise have been marginalised, to come out in ways that were not stigmatised through the written and personal reflective process. In doing this, the study tried to hear the voice of the oppressed speaker whose knowledge and lived experiences have been overlooked by the hearer’s prejudice. Findings show that participants who were part of the CMS development process experienced epistemic justice. These findings further established that the addition of participant reflections enhanced the level of epistemic justice promoted by the Adaptive Planning Process (APP).
- Full Text:
- Date Issued: 2019
The morphological complexity of L1 Arabic-speaking children
- Authors: Issa, Iyad
- Date: 2019
- Subjects: Cognition in children , Reading , Arabic language -- Orthography and spelling , Arabic language -- Orthography and spelling -- Study and teaching , Arabic language -- Study and teaching , Arabic language -- Phonetics
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/92831 , vital:30754
- Description: Spelling poses a challenge to Arabic-speaking learners due to the complexity of the morphological and orthographic system in Arabic. Arabic morphology has been argued to play a critical role in spelling since its morphological operations are built on a system consisting of a root that is interlocking into different patterns of vowels to form different categories of words. In addition, Arabic orthography is considered to be loyal to the morphographic principle (Ravid, 2012), where morphemes correspond to graphic representation regardless of the pronunciation, especially in the non-vowelized texts. This study made a detailed classification of spelling errors in a word dictation task, based on morphological structures, undertaken by 107 Typically-developing learners (TD) and learners with learning disabiities (LD) attending the same schools. All participants ranged in age from 7 years, 3 months to 15 years, 2 months (grades 2 to 8). The spelling task was made up of 400 common words representing all morphological forms in different conjugations and grammatical classes. The results indicated that learners made three types of errors: errors with respect to the root, errors with respect to the word pattern, and errors with respect to both the root and the word pattern. The results also showed that TD and LD learners follow a similar pattern of complexity even though the LD group produced more errors than the TD group. The results revealed that MA and PA exhibited significant positive regression (b= 9.398, 16.106 respectively) with spelling, indicating that learners with higher scores in PA and MA have higher scores in spelling. The results argued for the crucial contribution that morphological awareness makes towards the general spelling abilities among learners and provide additional evidence for the nonlinear growth of morphological knowedge in spelling. In addition, spelling errors suggested that the spelling process goes in a hierarchical way where words can be accessed and processed either according to the root or according to the stem. Intact verbs are processed according to their root and word pattern. Some weak verb forms, whose radicals undergo modifications, are processed according to their stem, while those whose radicals are fully represented in the spoken word, are processed according to their root and word patterns. Therefore, roots or stems are firstly accessed and attached to basic word patterns (the grapheme without diacritics and affixes). Thereafter, prefixes and, then, suffixes are attached to the word pattern and, finally, diacritics are accessed and attached to the word pattern.
- Full Text:
- Date Issued: 2019
- Authors: Issa, Iyad
- Date: 2019
- Subjects: Cognition in children , Reading , Arabic language -- Orthography and spelling , Arabic language -- Orthography and spelling -- Study and teaching , Arabic language -- Study and teaching , Arabic language -- Phonetics
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/92831 , vital:30754
- Description: Spelling poses a challenge to Arabic-speaking learners due to the complexity of the morphological and orthographic system in Arabic. Arabic morphology has been argued to play a critical role in spelling since its morphological operations are built on a system consisting of a root that is interlocking into different patterns of vowels to form different categories of words. In addition, Arabic orthography is considered to be loyal to the morphographic principle (Ravid, 2012), where morphemes correspond to graphic representation regardless of the pronunciation, especially in the non-vowelized texts. This study made a detailed classification of spelling errors in a word dictation task, based on morphological structures, undertaken by 107 Typically-developing learners (TD) and learners with learning disabiities (LD) attending the same schools. All participants ranged in age from 7 years, 3 months to 15 years, 2 months (grades 2 to 8). The spelling task was made up of 400 common words representing all morphological forms in different conjugations and grammatical classes. The results indicated that learners made three types of errors: errors with respect to the root, errors with respect to the word pattern, and errors with respect to both the root and the word pattern. The results also showed that TD and LD learners follow a similar pattern of complexity even though the LD group produced more errors than the TD group. The results revealed that MA and PA exhibited significant positive regression (b= 9.398, 16.106 respectively) with spelling, indicating that learners with higher scores in PA and MA have higher scores in spelling. The results argued for the crucial contribution that morphological awareness makes towards the general spelling abilities among learners and provide additional evidence for the nonlinear growth of morphological knowedge in spelling. In addition, spelling errors suggested that the spelling process goes in a hierarchical way where words can be accessed and processed either according to the root or according to the stem. Intact verbs are processed according to their root and word pattern. Some weak verb forms, whose radicals undergo modifications, are processed according to their stem, while those whose radicals are fully represented in the spoken word, are processed according to their root and word patterns. Therefore, roots or stems are firstly accessed and attached to basic word patterns (the grapheme without diacritics and affixes). Thereafter, prefixes and, then, suffixes are attached to the word pattern and, finally, diacritics are accessed and attached to the word pattern.
- Full Text:
- Date Issued: 2019
- «
- ‹
- 1
- ›
- »