Youth, political violence and ZANU-PF politics in Zimbabwe, c.1950-2018
- Authors: Munyarari, Tinashe
- Date: 2022-10-14
- Subjects: Youth protest movements Zimbabwe , Political violence Zimbabwe , ZANU-PF (Organization : Zimbabwe) , Agent (Philosophy) , Zimbabwe Politics and government , Zimbabwe History
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/365966 , vital:65806 , DOI https://doi.org/10.21504/10962/365966
- Description: This study is a socio-political aspect of Zimbabwean history. It examines the development of youth political violence starting from the late 1950s when violent forms of African political mobilisation emerged to 2018 when the first election without Robert Mugabe was held. It explores how early nationalist parties such as the Salisbury City Youth League (SCYL), Southern Rhodesia African National Congress (SRANC), National Democratic Party (NDP), Zimbabwe African People’s Union (ZAPU) and later the Zimbabwe African National Union (ZANU) mobilised and socialised youths into political violence to understand the roots of the violent political culture in Zimbabwe. This study shows that youths were an important part of the strategies of these political parties in countering the violence of the colonial state as well as mobilising mass support for the movements during the liberation struggle. It reveals that war collaborators (mujibhas and chimbwidos) were central role players in instigating political violence against innocent and defenceless people during the war. In the 1980s and 1990s, the Youth brigades and the ZANU-PF Youth League became a key constituent for state-socialist developmental goals but they were at times manipulated as a resource for political violence when Mugabe’s power was challenged. The study shows that more grotesque violence occurred in the 2000s era when the National Youth Service (NYS) was introduced and state-sanctioned vigilante groups like Chipangano in Mbare emerged in response to the rise of the Movement for Democratic Change (MDC) and diminishing of consensual power. This study argues that youth were not mere victims and perpetrators of political violence, but they were a collection of various interest sub-groups with diverse agendas and a sense of agency. Some joined violent groups for their social mobility, power, impunity and economic opportunities availed to the group members. Data for this study was drawn from Mbare and Highfields (in Harare Province) and Uzumba-Maramba-Pfungwe (in Mashonaland East Province). , Thesis (PhD) -- Faculty of Humanities, History, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Munyarari, Tinashe
- Date: 2022-10-14
- Subjects: Youth protest movements Zimbabwe , Political violence Zimbabwe , ZANU-PF (Organization : Zimbabwe) , Agent (Philosophy) , Zimbabwe Politics and government , Zimbabwe History
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/365966 , vital:65806 , DOI https://doi.org/10.21504/10962/365966
- Description: This study is a socio-political aspect of Zimbabwean history. It examines the development of youth political violence starting from the late 1950s when violent forms of African political mobilisation emerged to 2018 when the first election without Robert Mugabe was held. It explores how early nationalist parties such as the Salisbury City Youth League (SCYL), Southern Rhodesia African National Congress (SRANC), National Democratic Party (NDP), Zimbabwe African People’s Union (ZAPU) and later the Zimbabwe African National Union (ZANU) mobilised and socialised youths into political violence to understand the roots of the violent political culture in Zimbabwe. This study shows that youths were an important part of the strategies of these political parties in countering the violence of the colonial state as well as mobilising mass support for the movements during the liberation struggle. It reveals that war collaborators (mujibhas and chimbwidos) were central role players in instigating political violence against innocent and defenceless people during the war. In the 1980s and 1990s, the Youth brigades and the ZANU-PF Youth League became a key constituent for state-socialist developmental goals but they were at times manipulated as a resource for political violence when Mugabe’s power was challenged. The study shows that more grotesque violence occurred in the 2000s era when the National Youth Service (NYS) was introduced and state-sanctioned vigilante groups like Chipangano in Mbare emerged in response to the rise of the Movement for Democratic Change (MDC) and diminishing of consensual power. This study argues that youth were not mere victims and perpetrators of political violence, but they were a collection of various interest sub-groups with diverse agendas and a sense of agency. Some joined violent groups for their social mobility, power, impunity and economic opportunities availed to the group members. Data for this study was drawn from Mbare and Highfields (in Harare Province) and Uzumba-Maramba-Pfungwe (in Mashonaland East Province). , Thesis (PhD) -- Faculty of Humanities, History, 2022
- Full Text:
- Date Issued: 2022-10-14
With dreams in our hands: Towards transgressive knowledge-making cultures
- Authors: Knowles, Corinne Ruth
- Date: 2023-10-13
- Subjects: African feminism , Pedagogy , Political sociology , Knowledge, Theory of Political aspects , Transformative learning
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/402955 , vital:69909 , DOI 10.21504/10962/402955
- Description: Knowledge-making in universities is not neutral and takes different forms. This thesis critically examines the politics of knowledge to propose and present a transgressive schema for knowledge-making that is co-created with students. It emerges from teaching and learning encounters in the Humanities Extended Studies (ES) Programme at Rhodes University, where for the past decade we have experimented with different ways of knowledge-making that run counter to conventional pedagogic practices. We set up a project for the thesis that allowed us to work with knowledge in ways that are Afrocentric, and that hold and nurture our dreams. The theory and methodology of the project are explained in the first academic paper for this PhD by publication. The project and its derivatives use an African Feminist framing, and centre the ontoepistemologies of African young people who find themselves alienated and marginalised by a western bias in university curricula. Former ES student volunteers came up with topics, responded to them, reviewed each other’s work, and co-wrote two academic papers that demonstrate a praxis of African Feminist research and pedagogic principles. Two further projects practise the principles that emerge from the primary project, and together they have tested knowledge-making cultures that inspire critical thinking and creative humanity. These are explained in two further academic papers. One is co-written with the copresenter of an online inter-continental short course for PhD students on African Feminist Research Methodology. The other is single authored, and introduces the third project, a Political and International Studies third-year course on African Feminist theory. The schema for knowledge-making uses the hand, which holds our dream, as a descriptive metaphor. Each of the five fingers of the hand represents an aspect of how we have collaborated on the projects and in lecture rooms, and what this has taught us about how to nurture and inspire the dreams of young African people through transgressive knowledgemaking cultures. The five aspects – framing, activating, seeing, creating, imagining – are mutually constitutive elements of knowledge-making that are introduced throughout the thesis, and explained in careful detail in the conclusion as a synthesis of the collaborations. , Siphethe amaphupha ezandleni zethu: ukwenza iinckubeko zolwazi ezigxile ekuphazamiseni isiqhelo Isishwankathelo Ukwenziwa kolwazi kwiiunivesithi asiyonto engathathi cala kwaye yenzeka ngeendlelangeendlela. Le thisisi iphonononga ipolitiki yolwazi ngenjongo yokucebisa nokuvelisa iindlela zokwenziwa kolwazi ezigxile ekuphazamiseni kwesiqhelo, ndlela leyo eyenziwa ngentsebenziswano nabafundi. Le Ndlela yokuphazamisa isiqhelo ivela kwindlela zokufunda nokufundisa kwinkqubo yeExtended Studies kwiUnivesithi iRhodes, apho kwiminyaka elishumi edlulileyo besisebenzisa amalinge ohlukileyo okwenza ulwazi ohlukileyo kwindlela zokufunda eziqhelekileyo. Siqulunqe inkqubo yale thisisi evumele ukuba sisebenze nolwazi ngendlela ekhokhelelisa ubuAfrika phambile, nkqubo leyo eyondla nebamba amaphupha ethu. Inkcazo-bungcali neendlela zokwenza uphando lwalo msebenzi zicacisiwe kwiphepha lokuqala lethisisi yePhD ezakupapashwa. Lo msebenzi neminye imisebenzi efana nawo isebenzisa iAfrikan Feminism ngenjongo yokubeka ngokusesikweni ndlela le ingxile kwindlela yokufundisa neengcambu zayo ezizinze eAfrika, kwaye ikhokhelisa imfundo yabantu abatsha abazifumana besenziwe amakheswa nabahlelelekileyo kunyenjwa kwasentshona kwizifundo zaseunivesithi. Abafundi ababefunda kwiES baze nezihloko, yangabo abaziphendulayo, bahlola imisebenzi yoogxa babo, kwaye bancedisa ekubhaleni amaphepha amabini abonakalisa indlela yokuphanda kusetyenziswa iziseko zokufunda zeAfrikan Feminism. Eminye imisebenzi isebenzise iziseko eziphuma kulo msebenzi wokuqala, kwaye yomibini le misebenzi iphonononga iinkcubeko zokwenza ulwazi ezikhuthaza ukuzikisa ukucinga nobuntu obunobuchule. Oku kucaciswa nzulu kumaphepha amabini. Omnye ubhalwe nomfundi kunye nombhali obefundisa kwikhosi emfutshane ebikwi-intanethi ephakathi kwamazwekazi eyenzelwe abafundi be- PhD kwiAfrican Feminist Research Methodology. Omnye umsebenzi ubhalwe ngumntu omnye, nothi wazise umsebenzi wesithathu, ikhosi yonyaka wesithathu yePolitical and International Studies yenkcazo-bungcali iAfrican Feminism. Icebo lokwenza ulwazi lisebenzisa isandla esibambe amaphupha ethu, njengesafobe esinika inkcazelo. Umnwe ngamnye umele indlela esisebenzisene ngayo kule misebenzi nakumagumbi okufundela, kunye nesikufundileyo ngokukhulisa nokukhuthaza amaphupha wabantu abasebatsha baseAfrika ngokusebenzisa imisebenzi egxile kwiinkcubeko zolwazi eziphazamisa ukwenziwa kolwazi ngendlela eqhelekileyo. Imiba emihlanu- ukwenza isakhelo, ukuqalisa, ukubona, ukudala, ukusebenzisa imifanekiso ntelekelelo- iyingqokelela yenxalenye yokwenza ulwazi ngendlela enentsebenziswano kwaye ezi ziseko zaziswa banzi kwithisisi, kwaye zicaciswe gabalala kwisishwankathelo njengengqokelela yentsebenziswano kulo msebenzi. , Thesis (PhD) -- Faculty of Education, Education, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Knowles, Corinne Ruth
- Date: 2023-10-13
- Subjects: African feminism , Pedagogy , Political sociology , Knowledge, Theory of Political aspects , Transformative learning
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/402955 , vital:69909 , DOI 10.21504/10962/402955
- Description: Knowledge-making in universities is not neutral and takes different forms. This thesis critically examines the politics of knowledge to propose and present a transgressive schema for knowledge-making that is co-created with students. It emerges from teaching and learning encounters in the Humanities Extended Studies (ES) Programme at Rhodes University, where for the past decade we have experimented with different ways of knowledge-making that run counter to conventional pedagogic practices. We set up a project for the thesis that allowed us to work with knowledge in ways that are Afrocentric, and that hold and nurture our dreams. The theory and methodology of the project are explained in the first academic paper for this PhD by publication. The project and its derivatives use an African Feminist framing, and centre the ontoepistemologies of African young people who find themselves alienated and marginalised by a western bias in university curricula. Former ES student volunteers came up with topics, responded to them, reviewed each other’s work, and co-wrote two academic papers that demonstrate a praxis of African Feminist research and pedagogic principles. Two further projects practise the principles that emerge from the primary project, and together they have tested knowledge-making cultures that inspire critical thinking and creative humanity. These are explained in two further academic papers. One is co-written with the copresenter of an online inter-continental short course for PhD students on African Feminist Research Methodology. The other is single authored, and introduces the third project, a Political and International Studies third-year course on African Feminist theory. The schema for knowledge-making uses the hand, which holds our dream, as a descriptive metaphor. Each of the five fingers of the hand represents an aspect of how we have collaborated on the projects and in lecture rooms, and what this has taught us about how to nurture and inspire the dreams of young African people through transgressive knowledgemaking cultures. The five aspects – framing, activating, seeing, creating, imagining – are mutually constitutive elements of knowledge-making that are introduced throughout the thesis, and explained in careful detail in the conclusion as a synthesis of the collaborations. , Siphethe amaphupha ezandleni zethu: ukwenza iinckubeko zolwazi ezigxile ekuphazamiseni isiqhelo Isishwankathelo Ukwenziwa kolwazi kwiiunivesithi asiyonto engathathi cala kwaye yenzeka ngeendlelangeendlela. Le thisisi iphonononga ipolitiki yolwazi ngenjongo yokucebisa nokuvelisa iindlela zokwenziwa kolwazi ezigxile ekuphazamiseni kwesiqhelo, ndlela leyo eyenziwa ngentsebenziswano nabafundi. Le Ndlela yokuphazamisa isiqhelo ivela kwindlela zokufunda nokufundisa kwinkqubo yeExtended Studies kwiUnivesithi iRhodes, apho kwiminyaka elishumi edlulileyo besisebenzisa amalinge ohlukileyo okwenza ulwazi ohlukileyo kwindlela zokufunda eziqhelekileyo. Siqulunqe inkqubo yale thisisi evumele ukuba sisebenze nolwazi ngendlela ekhokhelelisa ubuAfrika phambile, nkqubo leyo eyondla nebamba amaphupha ethu. Inkcazo-bungcali neendlela zokwenza uphando lwalo msebenzi zicacisiwe kwiphepha lokuqala lethisisi yePhD ezakupapashwa. Lo msebenzi neminye imisebenzi efana nawo isebenzisa iAfrikan Feminism ngenjongo yokubeka ngokusesikweni ndlela le ingxile kwindlela yokufundisa neengcambu zayo ezizinze eAfrika, kwaye ikhokhelisa imfundo yabantu abatsha abazifumana besenziwe amakheswa nabahlelelekileyo kunyenjwa kwasentshona kwizifundo zaseunivesithi. Abafundi ababefunda kwiES baze nezihloko, yangabo abaziphendulayo, bahlola imisebenzi yoogxa babo, kwaye bancedisa ekubhaleni amaphepha amabini abonakalisa indlela yokuphanda kusetyenziswa iziseko zokufunda zeAfrikan Feminism. Eminye imisebenzi isebenzise iziseko eziphuma kulo msebenzi wokuqala, kwaye yomibini le misebenzi iphonononga iinkcubeko zokwenza ulwazi ezikhuthaza ukuzikisa ukucinga nobuntu obunobuchule. Oku kucaciswa nzulu kumaphepha amabini. Omnye ubhalwe nomfundi kunye nombhali obefundisa kwikhosi emfutshane ebikwi-intanethi ephakathi kwamazwekazi eyenzelwe abafundi be- PhD kwiAfrican Feminist Research Methodology. Omnye umsebenzi ubhalwe ngumntu omnye, nothi wazise umsebenzi wesithathu, ikhosi yonyaka wesithathu yePolitical and International Studies yenkcazo-bungcali iAfrican Feminism. Icebo lokwenza ulwazi lisebenzisa isandla esibambe amaphupha ethu, njengesafobe esinika inkcazelo. Umnwe ngamnye umele indlela esisebenzisene ngayo kule misebenzi nakumagumbi okufundela, kunye nesikufundileyo ngokukhulisa nokukhuthaza amaphupha wabantu abasebatsha baseAfrika ngokusebenzisa imisebenzi egxile kwiinkcubeko zolwazi eziphazamisa ukwenziwa kolwazi ngendlela eqhelekileyo. Imiba emihlanu- ukwenza isakhelo, ukuqalisa, ukubona, ukudala, ukusebenzisa imifanekiso ntelekelelo- iyingqokelela yenxalenye yokwenza ulwazi ngendlela enentsebenziswano kwaye ezi ziseko zaziswa banzi kwithisisi, kwaye zicaciswe gabalala kwisishwankathelo njengengqokelela yentsebenziswano kulo msebenzi. , Thesis (PhD) -- Faculty of Education, Education, 2023
- Full Text:
- Date Issued: 2023-10-13
Views of the journey of grade 1 learners with barriers to learning, in the inclusive education system: a multi-level systemic investigation
- Van Vuuren, Cornelia Margaretha
- Authors: Van Vuuren, Cornelia Margaretha
- Date: 2022-10-04
- Subjects: Inclusive education South Africa Eastern Cape , Special education teachers South Africa Eastern Cape Attitudes , South Africa. Department of Education , Children with disabilities Education (Elementary) Government policy South Africa , Special education teachers Training of South Africa Eastern Cape
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/327122 , vital:61083 , DOI 10.21504/10962/327122
- Description: Embedded in South Africa’s humanitarian discourse, inclusive education (IE) followed global trends of inclusion of all people into wider society without discrimination. Inclusion in mainstream schools should also, according to the Salamanca agreement provide equal quality education, enabling learners with special educational needs (LSEN) to reach their full potential as a basic human right. IE started in South Africa with the implementation of the inclusive policy EWP6 in 2001. Including all children with barriers to learning in schools in their communities promoted social inclusion with their peers. The DoE introduced the Policy of Screening, Identification, Assessment and Support (SIAS) in 2014. This policy was implemented to assist teachers to identify learning barriers, as a means of offering support to these learners through the inclusive system. However, it seems that educators found this process cumbersome, without resources to maintain the process and with multiple systemic barriers preventing, rather than enhancing, support to LSEN. This multi-level systemic study explores the views of educators and other stakeholders on the effectiveness of the IE system in supporting LSEN, to serve the best interests of these learners in their first year of formal schooling. The study was conducted in three selected diverse mainstream Eastern Cape (EC) rural schools, involving the views of educators, district officials and parents. The study probed the impact of the inclusive system on LSEN’s development and social wellbeing, the perceived effects and benefits of the current system, and how the education model contributes towards human rights objectives and constitutional imperatives. The study acknowledges the theories and policies of the current inclusive system as promoting inclusion, but not being successfully realised in rural areas in the South African context, due to several systemic and contextual barriers. The findings revealed that although all participants noted the possible benefits of IE, the current system did not serve the individual educational needs of LSEN in rural mainstream schools, in their first formal year of schooling. Several constraints were reported including lack of resources, insufficient Allied Health support services, and insufficient training of educators. These lead to feelings of inadequacy in educators, along with systemic and contextual barriers and financial constraints in the schools. There also seems to be a need for better collaboration between education and other departments serving children and communities. To conclude, this study suggests a broader multi-level networked system, in which there needs to be greater interaction between the DoE and other government departments supporting children with barriers, like the Departments of Health (DoH), Social Development (DSD) and Justice (DoJ). , Thesis (PhD) -- Faculty of Humanities, Psychology, 2022
- Full Text:
- Date Issued: 2022-10-04
- Authors: Van Vuuren, Cornelia Margaretha
- Date: 2022-10-04
- Subjects: Inclusive education South Africa Eastern Cape , Special education teachers South Africa Eastern Cape Attitudes , South Africa. Department of Education , Children with disabilities Education (Elementary) Government policy South Africa , Special education teachers Training of South Africa Eastern Cape
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/327122 , vital:61083 , DOI 10.21504/10962/327122
- Description: Embedded in South Africa’s humanitarian discourse, inclusive education (IE) followed global trends of inclusion of all people into wider society without discrimination. Inclusion in mainstream schools should also, according to the Salamanca agreement provide equal quality education, enabling learners with special educational needs (LSEN) to reach their full potential as a basic human right. IE started in South Africa with the implementation of the inclusive policy EWP6 in 2001. Including all children with barriers to learning in schools in their communities promoted social inclusion with their peers. The DoE introduced the Policy of Screening, Identification, Assessment and Support (SIAS) in 2014. This policy was implemented to assist teachers to identify learning barriers, as a means of offering support to these learners through the inclusive system. However, it seems that educators found this process cumbersome, without resources to maintain the process and with multiple systemic barriers preventing, rather than enhancing, support to LSEN. This multi-level systemic study explores the views of educators and other stakeholders on the effectiveness of the IE system in supporting LSEN, to serve the best interests of these learners in their first year of formal schooling. The study was conducted in three selected diverse mainstream Eastern Cape (EC) rural schools, involving the views of educators, district officials and parents. The study probed the impact of the inclusive system on LSEN’s development and social wellbeing, the perceived effects and benefits of the current system, and how the education model contributes towards human rights objectives and constitutional imperatives. The study acknowledges the theories and policies of the current inclusive system as promoting inclusion, but not being successfully realised in rural areas in the South African context, due to several systemic and contextual barriers. The findings revealed that although all participants noted the possible benefits of IE, the current system did not serve the individual educational needs of LSEN in rural mainstream schools, in their first formal year of schooling. Several constraints were reported including lack of resources, insufficient Allied Health support services, and insufficient training of educators. These lead to feelings of inadequacy in educators, along with systemic and contextual barriers and financial constraints in the schools. There also seems to be a need for better collaboration between education and other departments serving children and communities. To conclude, this study suggests a broader multi-level networked system, in which there needs to be greater interaction between the DoE and other government departments supporting children with barriers, like the Departments of Health (DoH), Social Development (DSD) and Justice (DoJ). , Thesis (PhD) -- Faculty of Humanities, Psychology, 2022
- Full Text:
- Date Issued: 2022-10-04
Understanding the replication biology of Providence virus: elucidating the function of non-structural proteins
- Authors: Nakayinga, Ritah
- Date: 2014
- Subjects: Insects Viruses , Viruses Reproduction , Tombusviridae , RNA viruses , RNA polymerases
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/193930 , vital:45408
- Description: Tetraviruses are non-enveloped, small insect RNA viruses with a single stranded positive RNA genome that is either monopartite or bipartite. Providence virus (PrV) is the only member of the three tetravirus families with a viral replicase similar to the replicases of tombusviruses and umbraviruses. The principle aim of this thesis was to study PrV replication, focusing on subcellular localization and potential interactions between PrV replication proteins. The first objective of this study was to generate an anti-p104 antibody that does not cross-react with p40. Expression of the C-terminal portion of p104 in E. coli resulted in no detectable protein. Further expression in an insect cell based expression system resulted in the production of an insoluble protein. Attempts to improve protein solubility with a range of solubilization treatments were unsuccessful. Bioinformatic analysis was used to detect an antigenic region at the C-terminus of p104 and the peptide was used to raise anti-p104 antibodies. These antibodies did not detect native protein by western blot detection however they were used for immunoprecipitation. The establishment of the subcellular localization of PrV required two approaches; immunofluorescence in persistently infected Helicoverpa zea MG8 cells using antip40 and anti-dsRNA antibodies and the expression of EGFP-replicase fusion protein in Spodoptera frugiperda Sf9 cells. Replication of PrV was found to take place in cytosolic punctate structures. Co-immunoprecipitation experiments revealed that p40 self-interacts and interacts with p104. Bioinformatic analysis of PrV p104 suggests that the RdRp is similar to viral RdRps of the carmo-like supergroup II. Potential RNA binding regions are present within p104. A potential p40 interaction domain that shares hydrophilic and surface exposed properties with the TBSV p33 interaction domain is present. A putative arginine-rich region and disordered C-terminal region is present in p130. In conclusion, PrV p104 is the viral replicase. The resemblance of the expression strategy and putative functional domains with tombusviruses and umbraviruses suggest that PrV replication is related to the replication system of the tombusviruses and umbraviruses. This has led to propose that tetravirus replication strategies are diverse and raises questions on the origin and evolution of PrV. , Thesis (PhD) -- Faculty of Science, Biochemistry, Microbiology and Biotechnology, 2014
- Full Text:
- Date Issued: 2014
- Authors: Nakayinga, Ritah
- Date: 2014
- Subjects: Insects Viruses , Viruses Reproduction , Tombusviridae , RNA viruses , RNA polymerases
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/193930 , vital:45408
- Description: Tetraviruses are non-enveloped, small insect RNA viruses with a single stranded positive RNA genome that is either monopartite or bipartite. Providence virus (PrV) is the only member of the three tetravirus families with a viral replicase similar to the replicases of tombusviruses and umbraviruses. The principle aim of this thesis was to study PrV replication, focusing on subcellular localization and potential interactions between PrV replication proteins. The first objective of this study was to generate an anti-p104 antibody that does not cross-react with p40. Expression of the C-terminal portion of p104 in E. coli resulted in no detectable protein. Further expression in an insect cell based expression system resulted in the production of an insoluble protein. Attempts to improve protein solubility with a range of solubilization treatments were unsuccessful. Bioinformatic analysis was used to detect an antigenic region at the C-terminus of p104 and the peptide was used to raise anti-p104 antibodies. These antibodies did not detect native protein by western blot detection however they were used for immunoprecipitation. The establishment of the subcellular localization of PrV required two approaches; immunofluorescence in persistently infected Helicoverpa zea MG8 cells using antip40 and anti-dsRNA antibodies and the expression of EGFP-replicase fusion protein in Spodoptera frugiperda Sf9 cells. Replication of PrV was found to take place in cytosolic punctate structures. Co-immunoprecipitation experiments revealed that p40 self-interacts and interacts with p104. Bioinformatic analysis of PrV p104 suggests that the RdRp is similar to viral RdRps of the carmo-like supergroup II. Potential RNA binding regions are present within p104. A potential p40 interaction domain that shares hydrophilic and surface exposed properties with the TBSV p33 interaction domain is present. A putative arginine-rich region and disordered C-terminal region is present in p130. In conclusion, PrV p104 is the viral replicase. The resemblance of the expression strategy and putative functional domains with tombusviruses and umbraviruses suggest that PrV replication is related to the replication system of the tombusviruses and umbraviruses. This has led to propose that tetravirus replication strategies are diverse and raises questions on the origin and evolution of PrV. , Thesis (PhD) -- Faculty of Science, Biochemistry, Microbiology and Biotechnology, 2014
- Full Text:
- Date Issued: 2014
Understanding resource partitioning in three species of Gobiidae living in the warm-temperate Sundays Estuary
- Authors: Ndaleni, Phumza Malibongwe
- Date: 2022-10-14
- Subjects: Gobiidae South Africa Sundays Estuary (Eastern Cape) , Gobiidae Reproduction , Gobiidae Food , Gobiidae Geographical distribution , Gobiidae Morphology , Resource partitioning (Ecology)
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/365655 , vital:65773 , DOI https://doi.org/10.21504/10962/365655
- Description: Estuaries represent a transition zone where saline water combines with freshwater, and this results in temporal and spatial variability in both biotic and abiotic parameters. Because the environmental gradient changes so rapidly in areas and the estuarine environment is harsh, fish need to either be able to specialise to one particular suite of abiotic contexts or have the physiological mechanisms to allow them to move throughout the gradient of the estuary. Apart from this, other factors such as climate change, habitat degradation, over exploitation of resources and the introduction of alien species also negatively influence fish species living in estuaries. These anthropogenic stressors can cause species exclusion in areas which were previously suitable for species with particular suites of traits. Measuring resource partitioning within functional groups not only helps in determining the functional structure of communities but also explains how organisms use resources in a community. Resource partitioning studies provide a useful conceptual framework to understand species interactions in a community and identify major resource dimensions along which species segregate. This study aimed to describe resource partitioning among the Gobiidae species, as the family is well represented in South African estuaries (24 species), is highly abundant and has several species which co-exist in individual estuaries. To accomplish this, different forms of resource partitioning that promote the coexistence of the three most abundant species found in warm-temperate South African estuaries; the Knysna sand goby Psammogobius knysnaensis (Smith, 1935), Prison goby Caffrogobius gilchristi (Boulenger, 1898) and River goby Glossogobius callidus (Smith, 1937) were investigated in the Sundays Estuary. This was accomplished by determining the reproductive biology, interspecific differences in feeding morphology, feeding ecology and habitat partitioning among the three species. The distribution and abundance of potential prey in the estuary (mesozooplankton and macrozoobenthic communities) were investigated, with both mesozooplankton and macrozoobenthic communities grouping into three distinct communities along the environmental gradient. Feeding morphological traits responsible for prey location, chasing, capture, mastication, ingestion and digestion were investigated. Little morphological overlap was observed between P. knysnaensis and C. gilchristi, indicating little dietary overlap between these two species. In contrast, the feeding morphology of Glossogobius callidus overlapped with both P. knysnaensis and C. gilchristi, indicating the potential to compete with both species for food. The trophic ecology of the three species was investigated using stomach content analysis, whereby prey abundance, frequency of occurrence and percentage of volume were determined. For P. knysnaensis, the incorporation of cyclopoids and ostracods decreased with fish size and that of bivalves and amphipods increased. Caffrogobius gilchristi was found to be a specialist feeder on cyclopoids but as the species increased in size the incorporation of amphipods, mysids, brachyurans and gastropods increased. Glossogobius callidus was found to be a generalist feeder, feeding on cyclopoids, amphipods and chironomids. The incorporation of cyclopoids decreased with fish size and the consumption of large sized amphipods and chironomids increased with fish size. To assess their reproductive biology, gonadosomatic index (GSI) was used to study the breeding season. In all three species, reproduction peaked in spring and summer, and this is associated with peak phytoplankton and zooplankton biomass in estuaries. Length at 50% maturity and fecundity were also determined. The three species predominated in different locations in the estuary, which explains why they were able to use similar resources and reproduce at the same time. Psammogobius knysnaensis was abundant in the sandy mouth region, with sediment type and prey (bivalves and mysids) availability affecting its distribution. Caffrogobius gilchristi was abundant in the muddy lower reaches of the estuary, with its distribution influenced by sediment composition and temperature. Glossogobius callidus was abundant in the turbid upper reaches, with its distribution influenced by prey (amphipods) availability and turbidity. Different habitat preferences and diet among the specific size ranges enabled coexistence among the species. This explains the high abundances and coexistence of gobies in South African estuaries. , Thesis (PhD) -- Faculty of Science, Ichthyology and Fisheries Science, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Ndaleni, Phumza Malibongwe
- Date: 2022-10-14
- Subjects: Gobiidae South Africa Sundays Estuary (Eastern Cape) , Gobiidae Reproduction , Gobiidae Food , Gobiidae Geographical distribution , Gobiidae Morphology , Resource partitioning (Ecology)
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/365655 , vital:65773 , DOI https://doi.org/10.21504/10962/365655
- Description: Estuaries represent a transition zone where saline water combines with freshwater, and this results in temporal and spatial variability in both biotic and abiotic parameters. Because the environmental gradient changes so rapidly in areas and the estuarine environment is harsh, fish need to either be able to specialise to one particular suite of abiotic contexts or have the physiological mechanisms to allow them to move throughout the gradient of the estuary. Apart from this, other factors such as climate change, habitat degradation, over exploitation of resources and the introduction of alien species also negatively influence fish species living in estuaries. These anthropogenic stressors can cause species exclusion in areas which were previously suitable for species with particular suites of traits. Measuring resource partitioning within functional groups not only helps in determining the functional structure of communities but also explains how organisms use resources in a community. Resource partitioning studies provide a useful conceptual framework to understand species interactions in a community and identify major resource dimensions along which species segregate. This study aimed to describe resource partitioning among the Gobiidae species, as the family is well represented in South African estuaries (24 species), is highly abundant and has several species which co-exist in individual estuaries. To accomplish this, different forms of resource partitioning that promote the coexistence of the three most abundant species found in warm-temperate South African estuaries; the Knysna sand goby Psammogobius knysnaensis (Smith, 1935), Prison goby Caffrogobius gilchristi (Boulenger, 1898) and River goby Glossogobius callidus (Smith, 1937) were investigated in the Sundays Estuary. This was accomplished by determining the reproductive biology, interspecific differences in feeding morphology, feeding ecology and habitat partitioning among the three species. The distribution and abundance of potential prey in the estuary (mesozooplankton and macrozoobenthic communities) were investigated, with both mesozooplankton and macrozoobenthic communities grouping into three distinct communities along the environmental gradient. Feeding morphological traits responsible for prey location, chasing, capture, mastication, ingestion and digestion were investigated. Little morphological overlap was observed between P. knysnaensis and C. gilchristi, indicating little dietary overlap between these two species. In contrast, the feeding morphology of Glossogobius callidus overlapped with both P. knysnaensis and C. gilchristi, indicating the potential to compete with both species for food. The trophic ecology of the three species was investigated using stomach content analysis, whereby prey abundance, frequency of occurrence and percentage of volume were determined. For P. knysnaensis, the incorporation of cyclopoids and ostracods decreased with fish size and that of bivalves and amphipods increased. Caffrogobius gilchristi was found to be a specialist feeder on cyclopoids but as the species increased in size the incorporation of amphipods, mysids, brachyurans and gastropods increased. Glossogobius callidus was found to be a generalist feeder, feeding on cyclopoids, amphipods and chironomids. The incorporation of cyclopoids decreased with fish size and the consumption of large sized amphipods and chironomids increased with fish size. To assess their reproductive biology, gonadosomatic index (GSI) was used to study the breeding season. In all three species, reproduction peaked in spring and summer, and this is associated with peak phytoplankton and zooplankton biomass in estuaries. Length at 50% maturity and fecundity were also determined. The three species predominated in different locations in the estuary, which explains why they were able to use similar resources and reproduce at the same time. Psammogobius knysnaensis was abundant in the sandy mouth region, with sediment type and prey (bivalves and mysids) availability affecting its distribution. Caffrogobius gilchristi was abundant in the muddy lower reaches of the estuary, with its distribution influenced by sediment composition and temperature. Glossogobius callidus was abundant in the turbid upper reaches, with its distribution influenced by prey (amphipods) availability and turbidity. Different habitat preferences and diet among the specific size ranges enabled coexistence among the species. This explains the high abundances and coexistence of gobies in South African estuaries. , Thesis (PhD) -- Faculty of Science, Ichthyology and Fisheries Science, 2022
- Full Text:
- Date Issued: 2022-10-14
Uncoupling the exploitation and climate change effects on the biology of Cape monkfish, Lophius vomerinus Valenciennes 1837 in Namibia
- Authors: Erasmus, Victoria Ndinelago
- Date: 2021-10-29
- Subjects: Lophius Namibia , Lophius Climatic factors Namibia , Lophius Effect of human beings on Namibia , Lophius Food Namibia , Lophius Reproduction Namibia , Lophius Age Namibia , Lophius Growth Namibia , Lophius Habitat Namibia , Lophius Conservation Namibia , Fisheries Namibia , Overfishing Namibia , Fishery management Namibia , Lophius vomerinus (Valenciennes, 1837) , Cape monkfish
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/188329 , vital:44744 , 10.21504/10962/188329
- Description: Cape monkfish, Lophius vomerinus Valenciennes 1837, has supported the Namibian fishing industry for decades, historically as by-catch and recently as a target species. This species is also an important predator in this region. With increasing levels of exploitation and unprecedented climate change, an understanding of the changes in the long-term biological parameters of this species is critical. To date, there has been a scarcity of spatio-temporal studies that have examined and compared the biological aspects of Cape monkfish in relation to climate change and exploitation pressure. Investigations into changes in feeding habits, reproduction strategy, age and growth can provide valuable information for the sustainable management and conservation of this species. This thesis aimed to improve our understanding of the impacts of exploitation and climate variability on the biological parameters of Cape monkfish in the Namibian marine waters, thereby contributing to efforts directed at sustainable harvest and management of this resource. This was achieved through temporal and spatial comparisons of feeding, reproductive scope, age and growth, and catch statistics. The study used data collected during the monkfish swept-area biomass surveys of 2001–2005 and for 2007–2018, hake (deep-water hake Merluccius paradoxus Franca 1960 and shallow-water hake M. capensis Castelnau 1861) swept-area biomass surveys of 2017 and 2019, port sampling programme data collected from April 2014 to December 2019, and monkfish commercial fishing activities collected between April 2001 and December 2019. Based on historical feeding data (1986 – 1987) and contemporary feeding data (2015-2018), Cape monkfish feeds on a variety of prey species from seven groups: Teleost, Cephalopoda, Crustacea, Echinoidea, Elasmobranchii, Gastropod and Porifera. The diet was characterised by a high prevalence of empty stomachs (43.9%), showing low feeding intensity, but most prevalent in juveniles (52.9%). Although the diet composition varied at different life stages, Teleosts (especially deep-water hake Merluccius paradoxus Franca 1960) were the main constituents of the diet for all size classes as per the Index of Relative Importance (%IRI). The results highlight the particular importance of the deep-water hake M. paradoxus (by %IRI) in the diet of Cape monkfish across all size classes. There is a clear dominance of hake in both studies, which means that any overexploitation or climate-driven population decline in hake will most likely have an impact on Cape monkfish. Feeding composition was dependent on the season (p < 0.05), with the type and quantity of prey ingested changing seasonally, showing the ability of Cape monkfish to adjust its diet, depending on possible environmental parameters which consequently influence prey availability. In general, the spatial and temporal variability of the main prey items suggests that the species is highly opportunistic with a broad trophic adaptability. Comparison of historical and contemporary stomach content data indicates that Cape monkfish appear to have changed their diet, probably reflecting the availability of forage species over time and space, possibly due to climate change, fishing pressure, or both. The broad trophic adaptability for Cape monkfish highlights their adaptive potential to increasing anthropogenic stressors such as climate change. However, the dominance of the commercially important deep-water hake, M. paradoxus, in the diet during contemporary times highlights that complex trophic interactions may play a role in altering the northern Benguela fisheries. The general male to female sex ratio was measured at 1:1.67, with significant variation across depth, size class, and year (p < 0.05). Comparison of length at 50% maturity (L50) for Cape monkfish between historical (2004–2006) and contemporary time (2015–2019) showed no significant differences in both sexes, with no significant changes in the L50 for females (χ2 = 1.53, df = 1, p = 0.2154), and males (χ2 = 0.41, df = 1, p = 0.5204) between the two periods. The monthly gonadosomatic index (GSI) showed that Cape monkfish spawn throughout the year with peaks between July and September for females and August for males, similar to those observed 20 years ago. Spawning hotspot areas were identified and were consistently located between 22⁰ and 25⁰S in deeper water (> 250 m) for the 2001–2018 time series. Comparison of the contemporary (2015–2019) proportions of developing, ripe and spent gonads to the historical study data (1996 – 2000) show minimal differences. Ripe ovaries capable of spawning (Stage IV) were dominant in July (23.8%) and August (26.2%), while ripe testes were prevalent in April (52.5%) and November (28.5%). The discovery of the veil (a gelatinous, flat ribbon structure containing individual eggs) off Namibia for the first time (during this study) is a significant because this result provides important reproduction activities information of this species, which were never recorded off Namibia. The location where the veil was discovered, off Swakopmund (22⁰30'S, 13⁰25'E), provides further evidence of the identified spawning hotspot areas, this location is also identified as a monkfish consecutive hotspot fishing area. The ages, growth rates, and length-weight relationships were compared between fish collected during monkfish commercial fishing activities between 1996 and 1998 (Period 1) and during monkfish routine monitoring surveys from 2014 to 2016 (Period 2). A total of 607 (size range: 9–96 cm total length (TL)) and 852 (size range: 9–96 cm TL) Cape monkfish were aged by reading sectioned illicia, during Periods 1 and 2, respectively. The length-weight relationships were W = 0.012L3.035 (r2 = 0.98) and W = 0.014L 2.989 (r2 = 0.98) for females and males, respectively, during Period 1, and W = 0.01L2.97 (r2 = 0.98) and W = 0.01L 3.03 (r2 = 0.98) for females and males, respectively, in Period 2. The growth of Cape monkfish (in cm) for combined sexes was described by Lt = 94(1 − e(−0.10(t−(-0.31))) in Period 1 and Lt = 98(1 − e(−0.10(t−(-0.33))) in Period 2. Females grew significantly faster during Period 1 (LRT results from Maartens et al., 1999), while male and female growth was not significantly different during Period 2 (F = 0.65, p = 0.58). There were no significant differences between the male and female growth curve in Period 2 (F = 0.65, p = 0.58). Although the growth curves are similar between Period 1 and Period 2, the larger fish are in Period 2 are lighter than those in Period 1. This finding is important to the monkfish fishing industry because fish is sold by weight. This finding may suggest that although the fish grow similarly by length, changes in the environmental conditions may have resulted in a reduced condition of the fish. In terms of mean age, the historical Period 1 had a slightly lower mean age of 4.40 compared with a mean age of 5.49 during Period 2. Slight differences were also observed in the age structure between the two periods, with 2-year-olds (20.3%) the most abundant age class in the historical period while 5-year-old fish (18.3%) were most abundant in Period 2. Although the spatial distribution of the catch was not available for Period 1, 0-year-old fish were distributed from 22⁰ to 24⁰S, and 25⁰ to 26⁰S in shallower waters of 166–290 m during Period 2. Only fish between 5 and 16 years old were found off the documented historical nursery area off 28º S. The similar growth curves and spatial overlap of nursery habitats between Period 1 and Period 2 suggest that Cape monkfish may be fairly resilient to the rapid environmental change reported in this region and to the extensive levels of exploitation for the species. However, the recent spatial shifts in the nursery areas are sensitive to disturbance and may indicate that these changes could be having an impact on the early life stages of the species. Continued monitoring may be necessary to understand the consequences of these spatial shifts for the age and growth and resilience of the species. Analysis of the overall spatial and temporal catches of monkfish (both Cape monkfish and shortspine African monkfish) off Namibia between 1998 and 2018 identified noticeable spatio-temporal trends. The pattern of fishing activities for Cape monkfish is heterogeneous, with identified ‘hotspots’ in specific areas. Of particular importance is the consecutive hotspot, between 1998 to 2018 for monkfish fishing activities between 25⁰ and 26⁰ S. The kernel density analysis indicated that the area around 24⁰S, and between 26º and 27 ⁰S, between Walvis Bay and Lüderitz, had the highest total catch densities (~300 kg/km2), suggesting that this is the core of the stock abundance. Annual monkfish catches have fluctuated since the inception of the fishery in 1994, with a drastic decline in the catch recorded after 2003 through to 2018. Generally, there has been an underutilisation of the total allowable catch (TAC) for most of the years. The decrease in catches and the underutilisation of the TAC might be indicative of the reduction in the stock abundance. However, external factors such as lack of capacity of the fishing industry and the administration can contribute to underutilisation of TAC. Basic regression analysis between total monthly catches and monthly sea surface temperature (SST) yielded low r-squared values indicate that in all three grids, only ~ 1% of the variation is explained between SST and total monkfish catches in these areas. The most prominent points to consider from this study are the results of the comparative feeding study (Chapter 3), reproductive indicators (Chapter 4) and age and growth (Chapter 5). Certainly, there have been changes in feeding, demography, and distribution of the species in the last two decades – climate-driven changes were recorded in the feeding habits of Cape monkfish, spatially and temporally – but despite the changes in prey species composition, distribution and abundance in various habits and periods, Cape monkfish was able to switch prey species, reflecting wide trophic adaptability. The dominance of M. paradoxus at all size classes in all analysed habitats is a significant result because. The peak spawning period has remained the same between July and September, as previously reported in Period 1. The consecutive spawning hotspots were identified in the areas between 22º and 25ºS. From a fisheries management perspective, the spawning ground and spawning season should be protected (by means of closure). The evidence of changes in length at 50% maturity presented in this study hints at both climate change and extensive exploitation pressure. The discovery of the veil for the first time in this study is very important; however, it might be sampling related and not driven by climate or exploitation pressure. Finally, the change in the Cape monkfish distribution discussed in Chapter 6 may be attributed to a shift in the distribution or fishing effort as a consequence of shallow water depletion. , Thesis (PhD) -- Faculty of Science, Ichthyology and Fisheries Science, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Erasmus, Victoria Ndinelago
- Date: 2021-10-29
- Subjects: Lophius Namibia , Lophius Climatic factors Namibia , Lophius Effect of human beings on Namibia , Lophius Food Namibia , Lophius Reproduction Namibia , Lophius Age Namibia , Lophius Growth Namibia , Lophius Habitat Namibia , Lophius Conservation Namibia , Fisheries Namibia , Overfishing Namibia , Fishery management Namibia , Lophius vomerinus (Valenciennes, 1837) , Cape monkfish
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/188329 , vital:44744 , 10.21504/10962/188329
- Description: Cape monkfish, Lophius vomerinus Valenciennes 1837, has supported the Namibian fishing industry for decades, historically as by-catch and recently as a target species. This species is also an important predator in this region. With increasing levels of exploitation and unprecedented climate change, an understanding of the changes in the long-term biological parameters of this species is critical. To date, there has been a scarcity of spatio-temporal studies that have examined and compared the biological aspects of Cape monkfish in relation to climate change and exploitation pressure. Investigations into changes in feeding habits, reproduction strategy, age and growth can provide valuable information for the sustainable management and conservation of this species. This thesis aimed to improve our understanding of the impacts of exploitation and climate variability on the biological parameters of Cape monkfish in the Namibian marine waters, thereby contributing to efforts directed at sustainable harvest and management of this resource. This was achieved through temporal and spatial comparisons of feeding, reproductive scope, age and growth, and catch statistics. The study used data collected during the monkfish swept-area biomass surveys of 2001–2005 and for 2007–2018, hake (deep-water hake Merluccius paradoxus Franca 1960 and shallow-water hake M. capensis Castelnau 1861) swept-area biomass surveys of 2017 and 2019, port sampling programme data collected from April 2014 to December 2019, and monkfish commercial fishing activities collected between April 2001 and December 2019. Based on historical feeding data (1986 – 1987) and contemporary feeding data (2015-2018), Cape monkfish feeds on a variety of prey species from seven groups: Teleost, Cephalopoda, Crustacea, Echinoidea, Elasmobranchii, Gastropod and Porifera. The diet was characterised by a high prevalence of empty stomachs (43.9%), showing low feeding intensity, but most prevalent in juveniles (52.9%). Although the diet composition varied at different life stages, Teleosts (especially deep-water hake Merluccius paradoxus Franca 1960) were the main constituents of the diet for all size classes as per the Index of Relative Importance (%IRI). The results highlight the particular importance of the deep-water hake M. paradoxus (by %IRI) in the diet of Cape monkfish across all size classes. There is a clear dominance of hake in both studies, which means that any overexploitation or climate-driven population decline in hake will most likely have an impact on Cape monkfish. Feeding composition was dependent on the season (p < 0.05), with the type and quantity of prey ingested changing seasonally, showing the ability of Cape monkfish to adjust its diet, depending on possible environmental parameters which consequently influence prey availability. In general, the spatial and temporal variability of the main prey items suggests that the species is highly opportunistic with a broad trophic adaptability. Comparison of historical and contemporary stomach content data indicates that Cape monkfish appear to have changed their diet, probably reflecting the availability of forage species over time and space, possibly due to climate change, fishing pressure, or both. The broad trophic adaptability for Cape monkfish highlights their adaptive potential to increasing anthropogenic stressors such as climate change. However, the dominance of the commercially important deep-water hake, M. paradoxus, in the diet during contemporary times highlights that complex trophic interactions may play a role in altering the northern Benguela fisheries. The general male to female sex ratio was measured at 1:1.67, with significant variation across depth, size class, and year (p < 0.05). Comparison of length at 50% maturity (L50) for Cape monkfish between historical (2004–2006) and contemporary time (2015–2019) showed no significant differences in both sexes, with no significant changes in the L50 for females (χ2 = 1.53, df = 1, p = 0.2154), and males (χ2 = 0.41, df = 1, p = 0.5204) between the two periods. The monthly gonadosomatic index (GSI) showed that Cape monkfish spawn throughout the year with peaks between July and September for females and August for males, similar to those observed 20 years ago. Spawning hotspot areas were identified and were consistently located between 22⁰ and 25⁰S in deeper water (> 250 m) for the 2001–2018 time series. Comparison of the contemporary (2015–2019) proportions of developing, ripe and spent gonads to the historical study data (1996 – 2000) show minimal differences. Ripe ovaries capable of spawning (Stage IV) were dominant in July (23.8%) and August (26.2%), while ripe testes were prevalent in April (52.5%) and November (28.5%). The discovery of the veil (a gelatinous, flat ribbon structure containing individual eggs) off Namibia for the first time (during this study) is a significant because this result provides important reproduction activities information of this species, which were never recorded off Namibia. The location where the veil was discovered, off Swakopmund (22⁰30'S, 13⁰25'E), provides further evidence of the identified spawning hotspot areas, this location is also identified as a monkfish consecutive hotspot fishing area. The ages, growth rates, and length-weight relationships were compared between fish collected during monkfish commercial fishing activities between 1996 and 1998 (Period 1) and during monkfish routine monitoring surveys from 2014 to 2016 (Period 2). A total of 607 (size range: 9–96 cm total length (TL)) and 852 (size range: 9–96 cm TL) Cape monkfish were aged by reading sectioned illicia, during Periods 1 and 2, respectively. The length-weight relationships were W = 0.012L3.035 (r2 = 0.98) and W = 0.014L 2.989 (r2 = 0.98) for females and males, respectively, during Period 1, and W = 0.01L2.97 (r2 = 0.98) and W = 0.01L 3.03 (r2 = 0.98) for females and males, respectively, in Period 2. The growth of Cape monkfish (in cm) for combined sexes was described by Lt = 94(1 − e(−0.10(t−(-0.31))) in Period 1 and Lt = 98(1 − e(−0.10(t−(-0.33))) in Period 2. Females grew significantly faster during Period 1 (LRT results from Maartens et al., 1999), while male and female growth was not significantly different during Period 2 (F = 0.65, p = 0.58). There were no significant differences between the male and female growth curve in Period 2 (F = 0.65, p = 0.58). Although the growth curves are similar between Period 1 and Period 2, the larger fish are in Period 2 are lighter than those in Period 1. This finding is important to the monkfish fishing industry because fish is sold by weight. This finding may suggest that although the fish grow similarly by length, changes in the environmental conditions may have resulted in a reduced condition of the fish. In terms of mean age, the historical Period 1 had a slightly lower mean age of 4.40 compared with a mean age of 5.49 during Period 2. Slight differences were also observed in the age structure between the two periods, with 2-year-olds (20.3%) the most abundant age class in the historical period while 5-year-old fish (18.3%) were most abundant in Period 2. Although the spatial distribution of the catch was not available for Period 1, 0-year-old fish were distributed from 22⁰ to 24⁰S, and 25⁰ to 26⁰S in shallower waters of 166–290 m during Period 2. Only fish between 5 and 16 years old were found off the documented historical nursery area off 28º S. The similar growth curves and spatial overlap of nursery habitats between Period 1 and Period 2 suggest that Cape monkfish may be fairly resilient to the rapid environmental change reported in this region and to the extensive levels of exploitation for the species. However, the recent spatial shifts in the nursery areas are sensitive to disturbance and may indicate that these changes could be having an impact on the early life stages of the species. Continued monitoring may be necessary to understand the consequences of these spatial shifts for the age and growth and resilience of the species. Analysis of the overall spatial and temporal catches of monkfish (both Cape monkfish and shortspine African monkfish) off Namibia between 1998 and 2018 identified noticeable spatio-temporal trends. The pattern of fishing activities for Cape monkfish is heterogeneous, with identified ‘hotspots’ in specific areas. Of particular importance is the consecutive hotspot, between 1998 to 2018 for monkfish fishing activities between 25⁰ and 26⁰ S. The kernel density analysis indicated that the area around 24⁰S, and between 26º and 27 ⁰S, between Walvis Bay and Lüderitz, had the highest total catch densities (~300 kg/km2), suggesting that this is the core of the stock abundance. Annual monkfish catches have fluctuated since the inception of the fishery in 1994, with a drastic decline in the catch recorded after 2003 through to 2018. Generally, there has been an underutilisation of the total allowable catch (TAC) for most of the years. The decrease in catches and the underutilisation of the TAC might be indicative of the reduction in the stock abundance. However, external factors such as lack of capacity of the fishing industry and the administration can contribute to underutilisation of TAC. Basic regression analysis between total monthly catches and monthly sea surface temperature (SST) yielded low r-squared values indicate that in all three grids, only ~ 1% of the variation is explained between SST and total monkfish catches in these areas. The most prominent points to consider from this study are the results of the comparative feeding study (Chapter 3), reproductive indicators (Chapter 4) and age and growth (Chapter 5). Certainly, there have been changes in feeding, demography, and distribution of the species in the last two decades – climate-driven changes were recorded in the feeding habits of Cape monkfish, spatially and temporally – but despite the changes in prey species composition, distribution and abundance in various habits and periods, Cape monkfish was able to switch prey species, reflecting wide trophic adaptability. The dominance of M. paradoxus at all size classes in all analysed habitats is a significant result because. The peak spawning period has remained the same between July and September, as previously reported in Period 1. The consecutive spawning hotspots were identified in the areas between 22º and 25ºS. From a fisheries management perspective, the spawning ground and spawning season should be protected (by means of closure). The evidence of changes in length at 50% maturity presented in this study hints at both climate change and extensive exploitation pressure. The discovery of the veil for the first time in this study is very important; however, it might be sampling related and not driven by climate or exploitation pressure. Finally, the change in the Cape monkfish distribution discussed in Chapter 6 may be attributed to a shift in the distribution or fishing effort as a consequence of shallow water depletion. , Thesis (PhD) -- Faculty of Science, Ichthyology and Fisheries Science, 2021
- Full Text:
- Date Issued: 2021-10-29
Umzi ka Mama Family property transfer practices and the historical significance of title deeds to African female heads of household in Fingo Village: a participatory theatre approach
- Authors: Hellemann, Phemelo Cordelia
- Date: 2022-04-07
- Subjects: Public history South Africa Eastern Cape , Oral history South Africa Eastern Cape , Women Housing South Africa Eastern Cape , Feminism Africa , Apartheid Law and legislation South Africa , Participatory theater South Africa Eastern Cape , Playback theater , Theater and society South Africa Eastern Cape , History Citizen participation , South Africa. Group Areas Act, 1950
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/294537 , vital:57230 , DOI https://doi.org/10.21504/10962/294537
- Description: Many everyday stories and experiences of African women remain underrepresented and undocumented. For example, the omission of Fingo Village women’s names from official deeds records silenced their voices. African women faced gender and racial discrimination that denied them fundamental human rights and limited their participation in urban life. Title deed records constitute one type of public record where African women’s names were omitted for centuries by the colonial and apartheid governments. Under apartheid, African women occupied the social status of minors; hence, the government denied them urban land rights. This African feminist study enlists narratives of a sample of seven African female heads of households residing in Fingo Village who are also property owners. Fingo Village is an atypical environment where African people had a rare legal advantage of owning title deeds dating back to 1855. This study employed an interdisciplinary approach by mixing oral history methodology and applied theatre methods to record, interpret and present Fingo Village women’s narratives of family property inheritance and the significance of title deed documentation in the suburb. The multiple technique approach created opportunities for authentic dialogue between the researcher and the participants beyond the inherent limitations of public history oral interviews. The traditional oral history interview and the participatory theatre methods helped uncover unconventional practices in family property relations. Though customary transfers of family homes to custodians were prevalent, title deed registration of family property was also acknowledged as a vital practice that empowered women legally. The researcher used participatory theatre techniques inspired by playback, image and forum theatre to enhance the researcher and participants’ relationship. These methods encouraged the researcher and respondents’ shared authority as they embarked on an extended participatory research project. In this regard, through dialogical and performance-based activities, the participants and the researcher became co-creators of untold Fingo Village stories. Moreover, the theatre techniques became interpretation and analysis tools that ensured that the participants’ untold stories were well represented. The first phase of the research involved engaging with the literature about the title deeds history of Fingo Village and conducting oral history interviews that served as data. In the second phase, the interviews were analysed and packaged in a documentary format. The third phase was a playback theatre inspired session in a 10-minute performance based on themes from the participants’ filmed interviews. Additionally, the performance was a catalyst for forum theatre activities that allowed the participants to interact with the performer and suggest solutions to the dilemma posed by the performer regarding family property use. The participants were decision-makers and family property relations experts within this imagined context. In the fourth phase, the image theatre adaptation and memory work activities were essential tools. The tools aided the visuals and information from an existing Fingo Village exhibition as additional resources that prompted dialogue and discussions. The exhibition encouraged participants to share their personal experiences and memories of the Group Areas Act (GAA) era. The findings showed that the GAA era saw many families revert to communal tenure practices as a strategy to evade forced sales; as such, this gave rise to undocumented family property transfers. Additionally, the findings revealed that though customary practices are often patriarchal, there are circumstances favouring women as the preferred family property custodian. These are embedded in the social status of women who are traditional healers, firstborn daughters, and those from families with just daughters. This study contributes to the growing literature that advocates for positive representation of African women’s stories by using active research methodologies that strengthen partnerships and shared authority between the researcher and the public. This methodology could inspire other researchers to explore theatre techniques to create more profound and meaningful engagements with their participants. The links to the video materials accompanying this thesis are provided on the contents page. , Thesis (PhD) -- Faculty of Humanities, History, 2022
- Full Text:
- Date Issued: 2022-04-07
- Authors: Hellemann, Phemelo Cordelia
- Date: 2022-04-07
- Subjects: Public history South Africa Eastern Cape , Oral history South Africa Eastern Cape , Women Housing South Africa Eastern Cape , Feminism Africa , Apartheid Law and legislation South Africa , Participatory theater South Africa Eastern Cape , Playback theater , Theater and society South Africa Eastern Cape , History Citizen participation , South Africa. Group Areas Act, 1950
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/294537 , vital:57230 , DOI https://doi.org/10.21504/10962/294537
- Description: Many everyday stories and experiences of African women remain underrepresented and undocumented. For example, the omission of Fingo Village women’s names from official deeds records silenced their voices. African women faced gender and racial discrimination that denied them fundamental human rights and limited their participation in urban life. Title deed records constitute one type of public record where African women’s names were omitted for centuries by the colonial and apartheid governments. Under apartheid, African women occupied the social status of minors; hence, the government denied them urban land rights. This African feminist study enlists narratives of a sample of seven African female heads of households residing in Fingo Village who are also property owners. Fingo Village is an atypical environment where African people had a rare legal advantage of owning title deeds dating back to 1855. This study employed an interdisciplinary approach by mixing oral history methodology and applied theatre methods to record, interpret and present Fingo Village women’s narratives of family property inheritance and the significance of title deed documentation in the suburb. The multiple technique approach created opportunities for authentic dialogue between the researcher and the participants beyond the inherent limitations of public history oral interviews. The traditional oral history interview and the participatory theatre methods helped uncover unconventional practices in family property relations. Though customary transfers of family homes to custodians were prevalent, title deed registration of family property was also acknowledged as a vital practice that empowered women legally. The researcher used participatory theatre techniques inspired by playback, image and forum theatre to enhance the researcher and participants’ relationship. These methods encouraged the researcher and respondents’ shared authority as they embarked on an extended participatory research project. In this regard, through dialogical and performance-based activities, the participants and the researcher became co-creators of untold Fingo Village stories. Moreover, the theatre techniques became interpretation and analysis tools that ensured that the participants’ untold stories were well represented. The first phase of the research involved engaging with the literature about the title deeds history of Fingo Village and conducting oral history interviews that served as data. In the second phase, the interviews were analysed and packaged in a documentary format. The third phase was a playback theatre inspired session in a 10-minute performance based on themes from the participants’ filmed interviews. Additionally, the performance was a catalyst for forum theatre activities that allowed the participants to interact with the performer and suggest solutions to the dilemma posed by the performer regarding family property use. The participants were decision-makers and family property relations experts within this imagined context. In the fourth phase, the image theatre adaptation and memory work activities were essential tools. The tools aided the visuals and information from an existing Fingo Village exhibition as additional resources that prompted dialogue and discussions. The exhibition encouraged participants to share their personal experiences and memories of the Group Areas Act (GAA) era. The findings showed that the GAA era saw many families revert to communal tenure practices as a strategy to evade forced sales; as such, this gave rise to undocumented family property transfers. Additionally, the findings revealed that though customary practices are often patriarchal, there are circumstances favouring women as the preferred family property custodian. These are embedded in the social status of women who are traditional healers, firstborn daughters, and those from families with just daughters. This study contributes to the growing literature that advocates for positive representation of African women’s stories by using active research methodologies that strengthen partnerships and shared authority between the researcher and the public. This methodology could inspire other researchers to explore theatre techniques to create more profound and meaningful engagements with their participants. The links to the video materials accompanying this thesis are provided on the contents page. , Thesis (PhD) -- Faculty of Humanities, History, 2022
- Full Text:
- Date Issued: 2022-04-07
Traversing Sonic Spaces: Expressions of Identity, Gender, and Power in the Musical Traditions of the Nupe in Northern Nigeria
- Authors: Njoku, Obianuju Akunna
- Date: 2021-10-29
- Subjects: Uncatalogued
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/192886 , vital:45276
- Description: Thesis (PhD) -- Faculty of Humanities, Music and Musicology, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Njoku, Obianuju Akunna
- Date: 2021-10-29
- Subjects: Uncatalogued
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/192886 , vital:45276
- Description: Thesis (PhD) -- Faculty of Humanities, Music and Musicology, 2021
- Full Text:
- Date Issued: 2021-10-29
Traversing Doctoral Borderlands: Black doctoral students’ experiences of identity construction in South Africa
- Authors: Hwami, Rudo Fortunate
- Date: 2021-10-29
- Subjects: Doctoral students South Africa , College students, Black South Africa , Marginality, Social South Africa , Public spaces Social aspects , Culture Social aspects , Rhythm , Identity (Psychology) , Borderlands Theory
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/191062 , vital:45055 , 10.21504/10962/191062
- Description: Doctoral studies are described as a process of formation and becoming. This is an in-between space between unknowing and knowing, within and without the ivory tower of academia. In this in-between space the doctoral candidate takes the role of a novice and apprentice unlearning the student/unknowing past and learning to become a professional in academia. This project utilises the borderlands theory to understand the experiences of doctoral students as they undergo the process of becoming and intellectual identity formation. Whilst ‘journey’ and other metaphors that have been used to understand doctoral student experiences capture the process of becoming as a progression through the liminal stages – proposal, literature review, context, writing, reading etc. These stages presuppose temporality of being leading to stasis/completion. I argue that such conceptualisation of doctoral studies, although useful, depict one side of the story and provide a limited, monolithic, and homogenising understanding of the spatial configurations of doctoral space and intellectual identity formation. The dominant discourses of doctoral conceived and perceived space, liminal stages and understanding of doctoral student experiences, mask the more latent and intimate liminal stages of intellectual identity formation. Drawing from borderlands theory, I firstly argue for a holistic approach to understanding the spatiality of doctorate studies. Secondly, I argue that liminality is an everyday process integral to human existence where one is always in a state of ideological transition. An important state of liminality is the awareness of ‘Self’ in perpetual motion, caught between two worlds dominated/dominator and two ideologies of oppression/resistance. If this side of liminality is not made visible, institutional spaces, such as the doctorate, privileged with the power to disseminate and position onto-epistemologies as universal can be used to reproduce and reinforce exclusionary onto-epistemologies that subsequently impact intellectual identity formation. Using Lefebvre’s (1991) rhythmanalysis method, I use student experiences not as mere data for analysis, but as an act of envisioning, reinventing and coknowledge production to propose borderlands as a new metaphor to study doctoral spatial realities and the experiences of the students that traverse through it. , Thesis (PhD) -- Faculty of Humanities, Politics and International Studies, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Hwami, Rudo Fortunate
- Date: 2021-10-29
- Subjects: Doctoral students South Africa , College students, Black South Africa , Marginality, Social South Africa , Public spaces Social aspects , Culture Social aspects , Rhythm , Identity (Psychology) , Borderlands Theory
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/191062 , vital:45055 , 10.21504/10962/191062
- Description: Doctoral studies are described as a process of formation and becoming. This is an in-between space between unknowing and knowing, within and without the ivory tower of academia. In this in-between space the doctoral candidate takes the role of a novice and apprentice unlearning the student/unknowing past and learning to become a professional in academia. This project utilises the borderlands theory to understand the experiences of doctoral students as they undergo the process of becoming and intellectual identity formation. Whilst ‘journey’ and other metaphors that have been used to understand doctoral student experiences capture the process of becoming as a progression through the liminal stages – proposal, literature review, context, writing, reading etc. These stages presuppose temporality of being leading to stasis/completion. I argue that such conceptualisation of doctoral studies, although useful, depict one side of the story and provide a limited, monolithic, and homogenising understanding of the spatial configurations of doctoral space and intellectual identity formation. The dominant discourses of doctoral conceived and perceived space, liminal stages and understanding of doctoral student experiences, mask the more latent and intimate liminal stages of intellectual identity formation. Drawing from borderlands theory, I firstly argue for a holistic approach to understanding the spatiality of doctorate studies. Secondly, I argue that liminality is an everyday process integral to human existence where one is always in a state of ideological transition. An important state of liminality is the awareness of ‘Self’ in perpetual motion, caught between two worlds dominated/dominator and two ideologies of oppression/resistance. If this side of liminality is not made visible, institutional spaces, such as the doctorate, privileged with the power to disseminate and position onto-epistemologies as universal can be used to reproduce and reinforce exclusionary onto-epistemologies that subsequently impact intellectual identity formation. Using Lefebvre’s (1991) rhythmanalysis method, I use student experiences not as mere data for analysis, but as an act of envisioning, reinventing and coknowledge production to propose borderlands as a new metaphor to study doctoral spatial realities and the experiences of the students that traverse through it. , Thesis (PhD) -- Faculty of Humanities, Politics and International Studies, 2021
- Full Text:
- Date Issued: 2021-10-29
Towards the Common Good: An expansive post-abyssal (Re)stor(y)ing of the epistemic cultures of the citizen sciences
- Authors: Vallabh, Priya
- Date: 2022-04-08
- Subjects: Science Citizen participation , Decolonization , Social epistemology , Hegemony , Common good , Traditional ecological knowledge , Ethnoscience
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/290671 , vital:56773 , DOI 10.21504/10962/290671
- Description: In this study I explore and explain transformatiThe citizen sciences convene complex and reflexive ecologies of knowledges in response to a range of social-ecological risks. Their epistemic cultures seem to be assembled in ways which increase potential mobilisation of the common knowledges being produced, thereby producing knowledges in forms that are more strongly aligned with a range of implementation strategies. However, much of such processes of knowledge production have been ‘cleaned out’ of official accounts through scientifically hegemonic systems of legitimation, deepening hegemonically-entrenched systems of epistemic, contributory and distributive injustices, and undermining the potential for stronger enactments of participatory and radical democracies. The engagement of sociologies of absences and emergences in this study evidence these epistemic insights, thereby evidencing an expansive post-abyssal (re)stor(y)ing of the citizen sciences. Through this research, I consider knowledge production as ‘commoning', towards the constitution of the common good. To date, most accounts of knowledge production within citizen science projects primarily focus on scientific processes of knowledge production and legitimation. Such accounts neglect the ecologies of diverse knowledges through which knowledge is being collaboratively produced, the forms of learning that occur, or the ways in which such ecologies are mobilised in response to specific socialecological risks. To better understand the ways in which citizen science projects build risk-responsive common knowledge, I bring a focus to the diversity of epistemic cultures convened, speaking to this gap. My primary research question is: How do the epistemic cultures within citizen science projects enable commoning in response to social-ecological risk? To begin, I establish a particular vantage point from which the remainder of the thesis is launched, one which centres as the primary interest of knowledge production, an interest in social-ecological justice and the constitution of the common good. From this vantage point, knowledge co-production and learning can be viewed as acts of commoning, which themselves constitute common goods. I draw on the work of Karin Knorr Cetina to conceptualise and frame notions of epistemic cultures and their epistemic features. Expanding notions of epistemic cultures from a post-abyssal perspective, I draw on the work of Bruno Latour and Boaventura de Sousa Santos. Latour’s distinctions between the production of ‘matters of fact’ and ‘matters of concern’ provide a way to challenge hegemonic systems of scientific knowledge production, while preserving the potential emergence of multiplicity in the context of evolving risk, thereby enabling a greater degree of situated reflexivity. Santos argues for the reclamation of all ways of knowing, including but not limited to scientific ways of knowing the world. He argues that other forms of knowledge are produced as nonexistent, and that they might be reclaimed through engaging sociologies of absences and emergences. Both authors enable a stronger analysis of knowledge production in terms of its ability to intervene into context in response to manifest risks. These three theoretical approaches are convened into an analytical framework for the study. To enact sociologies of absences and emergences, I engage two forms of immanent critique, complemented by an epistemic mapping of 50 South African citizen science projects, and an analysis of three illustrative case studies. The first critique is one of produced nonexistence, through which I consider three aspects of the general knowledge cultures within which the epistemic cultures of citizen science projects are situated. This critique makes evident the ways in which the ontological and related conceptual structures of hegemonic scientific knowledge production actively produce as nonexistent, other onto-epistemic contributions to knowledge production in response to social-ecological risks. The second critique reviews the field of peer-reviewed literature through a reading of presence and absence, with a focus on the articulation of epistemic cultures. Predictably, a key finding is that this form of scientific reporting primarily foregrounds legitimated scientifically processed knowledge, while once again producing as nonexistent, other forms of knowledges. However, there is evidence of increasing accounts of citizen science which recognise both a diversity of knowledge contributions, and epistemic, contributory and distributive justice issues as regards hegemonic forms of reporting. The epistemic mapping evidences a highly diversified field of citizen sciences, whose epistemic cultures are convened to produce distinct forms of scientifically-informed knowledges in response to diverse contexts, scales and notions of risk. The three illustrative case studies engage sociologies of absences and emergences, with particular focus on articulating the ecologies of knowledges evidenced in project documentation, including both official and unofficial accounts of epistemic activity. This analysis highlights the significant contributions of diverse forms of knowledges, including scientific, situated, embodied, governance, indigenous, spiritual and relational knowledges, and the ways in which these knowledge are convened to respond to specific configurations of risk. It once again highlights issues of epistemic, contributory and distributive justice, and makes evident the need for stronger integrity in processes of producing and reporting common knowledges. The case studies also illustrate the increased effectiveness of leveraging an ecology of knowledges (in contrast to a monoculture of scientific knowledge) in response to situated risks, including how such ecologies have a tendency to be generative and enable multiple forms of intervention into structures and applied contexts of intervention. In response to the collective research findings, a think-piece on rigour-as-integrity is offered as a contribution to commoning, in response to social-ecological risk. The piece draws together a postabyssal system of rigour intended to strengthen knowledge production in ways which actively centre forms of justice and commoning. ve potential in arts-based environmental learning with a focus on water pedagogy. The study took place over a period of four years, where approximately 40 school pupils between the ages of 10 and 17 years-old were engaged in participatory arts-based inquiries into water located across unequal neighbourhoods in Cape Town, South Africa. Educators, school learners, citizens and decision-makers hold different historical, cultural, political and spiritual perspectives on water. These play a role in shaping what is termed in this research the ‘hydro-social cycle’. Yet, due to dominant ideas of what counts as knowing and truth, educators in educational settings struggle to account for the complexity of water, limiting educational encounters to a partial knowing leading mostly to limited unimaginative framings of problems and solutions. My focus on transformative potential in learning is derived from a concern for how environmental education encounters and the sense-making they enable, are infused by socio-economic, political, and historical elements, specifically colonialism, capitalism, and white supremacist racism. The connections between the multiple layers of capitalist crisis and the ever-urgent environmental crisis are not adequately made in mainstream forms of water education. The research explores how arts-based pedagogy could enable a productive meeting of critical environmental education with ecological literacies. Within this positioning, transformative potential considers how educational engagements position questions about water within the social life of participants/learners and inform learning that leads to fuller and more nuanced greater knowledge. Theoretically, I work with an interrogation of critical education theory, underlaboured by critical realism which enabled me to rigorously consider how claims to knowing are shaped by their accompanying assumptions of what is real. Drawing on recent debates in critical education theory, I resist the notion of critique as ideology and engage instead in the craftsmanship of contextual and responsive inquiry practice. This has enabled me to articulate processes and relationships in water education encounters with meaningful understandings of the effects of simultaneous crises rooted in racial capitalism and environmental crisis. My methodological approach is arts-based educational research with a directive to reflect upon educational encounters in an integrated way. It includes two parts informing the facilitation and analysis of open-ended learning processes. One component was arts-based inquiry practice developed for exploring complexity, drawing on the thinking of Norris (2009, 2011) and Finley (2016, 2017). The second part holds reflective space for these encounters guided by the practice of pedagogical narration inspired by the Reggio Amelia approach, demonstrated by Pacini-Ketchabaw, Nxumalo, Kocher, Elliot and Sanchez (2014). Clarifying the intellectual work of a responsive educator-researcher, pedagogical narration brings multiple theoretical lenses into conversation with emergent dimensions of educational process. In practice, in order to transgress the dominance of colonial white supremacist knowledge frames of water, I needed to be curious, to be confounded, to expect the unexpected in the educational encounters with participants and this mirroring of practice was emulated by the participants as they followed their own questions about water in Mzansi (South Africa). In our work together we came up against assumptions we had previously not questioned as individuals. Together we explored the implications of this by, for example, questioning who is responsible for saving water. These explorations required bringing together science knowledge and everyday knowledge at multiple scales: the household, catchment, government and global. It required us to be critical of how language and images are mobilized in public communication and school curriculums; for example, representations of water are infused with history and power in a way that impacts how we know and teach about water. The transformative potential of this pedagogical space is generated through acts of creative expression which are seen as acts of absenting absence, for example exhibiting through play how water use in the household interconnects with gender and age relationships. As such, creative expression through multiple mediums or more-than-text enables a deeper understanding of water as well as openings for interdisciplinary engagement with learning about water. My research found that in bringing together the contributions of critical education and environmental education in practice, two shifts are needed: environmental educators need to view ecological literacy as inseparable from the social and political. The knowledge that is shared about water in the classroom has social and political implications. On the other hand, critical educators need to better locate justice concerns in the material and ecological world at scale. Arts-based inquiry, as a kind of scaffolding for pedagogical process, has the potential to enable these shifts by opening up fixed analytical frames. Making these shifts requires a reflective practice on the part of the educator to navigate the inherited blind spots in environmental learning and critical education, such as dualities. One way to do this is for the educator to identify absences, as articulated in the Critical Realist tradition, and consider how these absences might be absented. This differs from a simplistic process of critique in the possibilities it opens up for collaboration between different schools of thought rather than further polarisation and alienation between educators and knowledge keepers on social ecologies. These insights have relevance for many sites of environmental education practice, such as natural science lecturers, school teachers or community activists. It is knowledge-learning work emergent from and responsive to complex ecological crisis, which requires everyone to rethink and open up to new ways of being, seeing and doing around these issues. The transformative potential of this work is that the thinking and transforming at all scales can be catalysed and grounded through the arts based educational encounters with the participants. , Thesis (PhD) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-04-08
- Authors: Vallabh, Priya
- Date: 2022-04-08
- Subjects: Science Citizen participation , Decolonization , Social epistemology , Hegemony , Common good , Traditional ecological knowledge , Ethnoscience
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/290671 , vital:56773 , DOI 10.21504/10962/290671
- Description: In this study I explore and explain transformatiThe citizen sciences convene complex and reflexive ecologies of knowledges in response to a range of social-ecological risks. Their epistemic cultures seem to be assembled in ways which increase potential mobilisation of the common knowledges being produced, thereby producing knowledges in forms that are more strongly aligned with a range of implementation strategies. However, much of such processes of knowledge production have been ‘cleaned out’ of official accounts through scientifically hegemonic systems of legitimation, deepening hegemonically-entrenched systems of epistemic, contributory and distributive injustices, and undermining the potential for stronger enactments of participatory and radical democracies. The engagement of sociologies of absences and emergences in this study evidence these epistemic insights, thereby evidencing an expansive post-abyssal (re)stor(y)ing of the citizen sciences. Through this research, I consider knowledge production as ‘commoning', towards the constitution of the common good. To date, most accounts of knowledge production within citizen science projects primarily focus on scientific processes of knowledge production and legitimation. Such accounts neglect the ecologies of diverse knowledges through which knowledge is being collaboratively produced, the forms of learning that occur, or the ways in which such ecologies are mobilised in response to specific socialecological risks. To better understand the ways in which citizen science projects build risk-responsive common knowledge, I bring a focus to the diversity of epistemic cultures convened, speaking to this gap. My primary research question is: How do the epistemic cultures within citizen science projects enable commoning in response to social-ecological risk? To begin, I establish a particular vantage point from which the remainder of the thesis is launched, one which centres as the primary interest of knowledge production, an interest in social-ecological justice and the constitution of the common good. From this vantage point, knowledge co-production and learning can be viewed as acts of commoning, which themselves constitute common goods. I draw on the work of Karin Knorr Cetina to conceptualise and frame notions of epistemic cultures and their epistemic features. Expanding notions of epistemic cultures from a post-abyssal perspective, I draw on the work of Bruno Latour and Boaventura de Sousa Santos. Latour’s distinctions between the production of ‘matters of fact’ and ‘matters of concern’ provide a way to challenge hegemonic systems of scientific knowledge production, while preserving the potential emergence of multiplicity in the context of evolving risk, thereby enabling a greater degree of situated reflexivity. Santos argues for the reclamation of all ways of knowing, including but not limited to scientific ways of knowing the world. He argues that other forms of knowledge are produced as nonexistent, and that they might be reclaimed through engaging sociologies of absences and emergences. Both authors enable a stronger analysis of knowledge production in terms of its ability to intervene into context in response to manifest risks. These three theoretical approaches are convened into an analytical framework for the study. To enact sociologies of absences and emergences, I engage two forms of immanent critique, complemented by an epistemic mapping of 50 South African citizen science projects, and an analysis of three illustrative case studies. The first critique is one of produced nonexistence, through which I consider three aspects of the general knowledge cultures within which the epistemic cultures of citizen science projects are situated. This critique makes evident the ways in which the ontological and related conceptual structures of hegemonic scientific knowledge production actively produce as nonexistent, other onto-epistemic contributions to knowledge production in response to social-ecological risks. The second critique reviews the field of peer-reviewed literature through a reading of presence and absence, with a focus on the articulation of epistemic cultures. Predictably, a key finding is that this form of scientific reporting primarily foregrounds legitimated scientifically processed knowledge, while once again producing as nonexistent, other forms of knowledges. However, there is evidence of increasing accounts of citizen science which recognise both a diversity of knowledge contributions, and epistemic, contributory and distributive justice issues as regards hegemonic forms of reporting. The epistemic mapping evidences a highly diversified field of citizen sciences, whose epistemic cultures are convened to produce distinct forms of scientifically-informed knowledges in response to diverse contexts, scales and notions of risk. The three illustrative case studies engage sociologies of absences and emergences, with particular focus on articulating the ecologies of knowledges evidenced in project documentation, including both official and unofficial accounts of epistemic activity. This analysis highlights the significant contributions of diverse forms of knowledges, including scientific, situated, embodied, governance, indigenous, spiritual and relational knowledges, and the ways in which these knowledge are convened to respond to specific configurations of risk. It once again highlights issues of epistemic, contributory and distributive justice, and makes evident the need for stronger integrity in processes of producing and reporting common knowledges. The case studies also illustrate the increased effectiveness of leveraging an ecology of knowledges (in contrast to a monoculture of scientific knowledge) in response to situated risks, including how such ecologies have a tendency to be generative and enable multiple forms of intervention into structures and applied contexts of intervention. In response to the collective research findings, a think-piece on rigour-as-integrity is offered as a contribution to commoning, in response to social-ecological risk. The piece draws together a postabyssal system of rigour intended to strengthen knowledge production in ways which actively centre forms of justice and commoning. ve potential in arts-based environmental learning with a focus on water pedagogy. The study took place over a period of four years, where approximately 40 school pupils between the ages of 10 and 17 years-old were engaged in participatory arts-based inquiries into water located across unequal neighbourhoods in Cape Town, South Africa. Educators, school learners, citizens and decision-makers hold different historical, cultural, political and spiritual perspectives on water. These play a role in shaping what is termed in this research the ‘hydro-social cycle’. Yet, due to dominant ideas of what counts as knowing and truth, educators in educational settings struggle to account for the complexity of water, limiting educational encounters to a partial knowing leading mostly to limited unimaginative framings of problems and solutions. My focus on transformative potential in learning is derived from a concern for how environmental education encounters and the sense-making they enable, are infused by socio-economic, political, and historical elements, specifically colonialism, capitalism, and white supremacist racism. The connections between the multiple layers of capitalist crisis and the ever-urgent environmental crisis are not adequately made in mainstream forms of water education. The research explores how arts-based pedagogy could enable a productive meeting of critical environmental education with ecological literacies. Within this positioning, transformative potential considers how educational engagements position questions about water within the social life of participants/learners and inform learning that leads to fuller and more nuanced greater knowledge. Theoretically, I work with an interrogation of critical education theory, underlaboured by critical realism which enabled me to rigorously consider how claims to knowing are shaped by their accompanying assumptions of what is real. Drawing on recent debates in critical education theory, I resist the notion of critique as ideology and engage instead in the craftsmanship of contextual and responsive inquiry practice. This has enabled me to articulate processes and relationships in water education encounters with meaningful understandings of the effects of simultaneous crises rooted in racial capitalism and environmental crisis. My methodological approach is arts-based educational research with a directive to reflect upon educational encounters in an integrated way. It includes two parts informing the facilitation and analysis of open-ended learning processes. One component was arts-based inquiry practice developed for exploring complexity, drawing on the thinking of Norris (2009, 2011) and Finley (2016, 2017). The second part holds reflective space for these encounters guided by the practice of pedagogical narration inspired by the Reggio Amelia approach, demonstrated by Pacini-Ketchabaw, Nxumalo, Kocher, Elliot and Sanchez (2014). Clarifying the intellectual work of a responsive educator-researcher, pedagogical narration brings multiple theoretical lenses into conversation with emergent dimensions of educational process. In practice, in order to transgress the dominance of colonial white supremacist knowledge frames of water, I needed to be curious, to be confounded, to expect the unexpected in the educational encounters with participants and this mirroring of practice was emulated by the participants as they followed their own questions about water in Mzansi (South Africa). In our work together we came up against assumptions we had previously not questioned as individuals. Together we explored the implications of this by, for example, questioning who is responsible for saving water. These explorations required bringing together science knowledge and everyday knowledge at multiple scales: the household, catchment, government and global. It required us to be critical of how language and images are mobilized in public communication and school curriculums; for example, representations of water are infused with history and power in a way that impacts how we know and teach about water. The transformative potential of this pedagogical space is generated through acts of creative expression which are seen as acts of absenting absence, for example exhibiting through play how water use in the household interconnects with gender and age relationships. As such, creative expression through multiple mediums or more-than-text enables a deeper understanding of water as well as openings for interdisciplinary engagement with learning about water. My research found that in bringing together the contributions of critical education and environmental education in practice, two shifts are needed: environmental educators need to view ecological literacy as inseparable from the social and political. The knowledge that is shared about water in the classroom has social and political implications. On the other hand, critical educators need to better locate justice concerns in the material and ecological world at scale. Arts-based inquiry, as a kind of scaffolding for pedagogical process, has the potential to enable these shifts by opening up fixed analytical frames. Making these shifts requires a reflective practice on the part of the educator to navigate the inherited blind spots in environmental learning and critical education, such as dualities. One way to do this is for the educator to identify absences, as articulated in the Critical Realist tradition, and consider how these absences might be absented. This differs from a simplistic process of critique in the possibilities it opens up for collaboration between different schools of thought rather than further polarisation and alienation between educators and knowledge keepers on social ecologies. These insights have relevance for many sites of environmental education practice, such as natural science lecturers, school teachers or community activists. It is knowledge-learning work emergent from and responsive to complex ecological crisis, which requires everyone to rethink and open up to new ways of being, seeing and doing around these issues. The transformative potential of this work is that the thinking and transforming at all scales can be catalysed and grounded through the arts based educational encounters with the participants. , Thesis (PhD) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-04-08
Towards effective monitoring, control and surveillance policy and implementation in South Africa and its relevance to other Southern African States
- Authors: Fikizolo, Lisolomzi Assaph
- Date: 2021-10-29
- Subjects: Fishery management Africa, Southern , Fisheries Monitoring Africa, Southern , Fishery policy Africa, Southern , Fishery law and legislation Africa, Southern , South Africa. Fisheries Management Branch
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/190886 , vital:45038 , 10.21504/10962/190886
- Description: The responsibility of Fisheries Governance Authorities (FGAs) is to ensure that there is sustainable utilisation and exploitation of marine living resources through effective Monitoring, Control and Surveillance (MCS). MCS is a mechanism used to implement agreed policies, plans and strategies for oceans and fisheries governance, and it is key to their successful implementation. In the continent, the African Union (AU), through its agencies, economic and regional structures encourage and supports national and regional MCS programs. South Africa is a SADC coastal State with a fisheries governance branch mandated to ensure sustainable marine living resources’ utilisation with support from a national MCS program. This support depends on the effectiveness of the current national MCS organisational structure, capacity, legislative and policy framework, as well as regional cooperation. In addition to an extensive literature review, this study developed a MCS framework, following international fisheries legislation and guidelines, for testing the South African MCS’ conformity to such a model. Furthermore, Namibia and Mozambique were included as examples of SADC coastal States to determine their responsiveness to regional cooperation and coordination. Based on the framework, a questionnaire with four parts, Part A: Background Information; Part B: Evaluation of MCS Enablers; Part C: Evaluation of an MCS system process and its effectiveness – reactive approach; and Part D: - proactive approach was developed to collect information. The data was analysed, using appropriate statistical methods to determine, against set characteristics, the level of information that the government respondents could provide to the research topic, and to determine the effectiveness of the South African MCS program. Limited information from Namibia and Mozambique showed readiness in their respective MCS programs for a regional MCS integrated approach, as is the case with South Africa, but there is no serious engagement to implement any regional MCS program. Results showed that the South African MCS program's effectiveness is generally adequate, but there are challenges with planning; financial resources; MCS equipment; stakeholder engagement processes, and governance. A primary recommendation from this study was that business plans, as utilised in the private sector, should be developed by South African Fisheries Governance Authority (FGA) to address MCS governance shortcomings as revealed by this study. A reconfiguration of the MCS organisational structure to include a resource mobilisation unit is considered necessary to effect the much needed improvements. , Thesis (PhD) -- Faculty of Science, Geography, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Fikizolo, Lisolomzi Assaph
- Date: 2021-10-29
- Subjects: Fishery management Africa, Southern , Fisheries Monitoring Africa, Southern , Fishery policy Africa, Southern , Fishery law and legislation Africa, Southern , South Africa. Fisheries Management Branch
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/190886 , vital:45038 , 10.21504/10962/190886
- Description: The responsibility of Fisheries Governance Authorities (FGAs) is to ensure that there is sustainable utilisation and exploitation of marine living resources through effective Monitoring, Control and Surveillance (MCS). MCS is a mechanism used to implement agreed policies, plans and strategies for oceans and fisheries governance, and it is key to their successful implementation. In the continent, the African Union (AU), through its agencies, economic and regional structures encourage and supports national and regional MCS programs. South Africa is a SADC coastal State with a fisheries governance branch mandated to ensure sustainable marine living resources’ utilisation with support from a national MCS program. This support depends on the effectiveness of the current national MCS organisational structure, capacity, legislative and policy framework, as well as regional cooperation. In addition to an extensive literature review, this study developed a MCS framework, following international fisheries legislation and guidelines, for testing the South African MCS’ conformity to such a model. Furthermore, Namibia and Mozambique were included as examples of SADC coastal States to determine their responsiveness to regional cooperation and coordination. Based on the framework, a questionnaire with four parts, Part A: Background Information; Part B: Evaluation of MCS Enablers; Part C: Evaluation of an MCS system process and its effectiveness – reactive approach; and Part D: - proactive approach was developed to collect information. The data was analysed, using appropriate statistical methods to determine, against set characteristics, the level of information that the government respondents could provide to the research topic, and to determine the effectiveness of the South African MCS program. Limited information from Namibia and Mozambique showed readiness in their respective MCS programs for a regional MCS integrated approach, as is the case with South Africa, but there is no serious engagement to implement any regional MCS program. Results showed that the South African MCS program's effectiveness is generally adequate, but there are challenges with planning; financial resources; MCS equipment; stakeholder engagement processes, and governance. A primary recommendation from this study was that business plans, as utilised in the private sector, should be developed by South African Fisheries Governance Authority (FGA) to address MCS governance shortcomings as revealed by this study. A reconfiguration of the MCS organisational structure to include a resource mobilisation unit is considered necessary to effect the much needed improvements. , Thesis (PhD) -- Faculty of Science, Geography, 2021
- Full Text:
- Date Issued: 2021-10-29
Towards a biological profile for South African perinatal remains: osteological and genetic perspectives
- Authors: Thornton, Roxanne
- Date: 2019
- Subjects: Identification , Forensic osteology , Methylation , RNA , Autopsy
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/68102 , vital:29198 , DOI 10.21504/10962/68102
- Description: Forensic identification of abandoned and suspected infanticide cases admitted to the South African Forensic Pathology Services is often impossible due to decomposition of the remains. In these cases, investigation of suspected criminal activity is almost never pursued. Ancillary tests in the form of anthropological and molecular analyses can assist with the forensic identification of perinatal remains. To provide fundamental information about bone development of perinatal skeleton, osteological and genetic techniques focusing on the pars basilaris, pars lateralis, sternal rib and left femur were used. Samples were obtained from unidentified and unclaimed remains originating from the Johannesburg Forensic Pathology Service (JFPS). To provide a biological age to individuals in the collection, dental aging was used to categorize remains for comparisons with anthropological and molecular data. A molecular protocol was designed to sex individuals using the X-linked G6PD and Y-linked SRY genes. Bone development was studied using osteometric and morphological data of dry bone remains coupled with bone mineral density analysis (Micro-CT). The methylation levels of CpG rich sites within the promoter region of selected bone-associated genes were incorporated to examine silencing of genes during development. Osteological results support the use of the pars basilaris, pars lateralis and femur for age-at-death estimations as well as provide the foundation for dry bone aging criteria for South African individuals. Data compared with established skeletal aging standards indicated developmental differences between populations. Through the use of animal models and the perinatal sternal rib tissue, insights and precautions into the use of post mortem bone derived RNA for forensic applications is communicated. The methylation status of CpG rich sites within the promoter regions support the hypothesis for interdependent machinery involving selected genes during early bone development. , Thesis (PhD) -- Faculty of Science, Biochemistry and Microbiology, 2019
- Full Text:
- Date Issued: 2019
- Authors: Thornton, Roxanne
- Date: 2019
- Subjects: Identification , Forensic osteology , Methylation , RNA , Autopsy
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/68102 , vital:29198 , DOI 10.21504/10962/68102
- Description: Forensic identification of abandoned and suspected infanticide cases admitted to the South African Forensic Pathology Services is often impossible due to decomposition of the remains. In these cases, investigation of suspected criminal activity is almost never pursued. Ancillary tests in the form of anthropological and molecular analyses can assist with the forensic identification of perinatal remains. To provide fundamental information about bone development of perinatal skeleton, osteological and genetic techniques focusing on the pars basilaris, pars lateralis, sternal rib and left femur were used. Samples were obtained from unidentified and unclaimed remains originating from the Johannesburg Forensic Pathology Service (JFPS). To provide a biological age to individuals in the collection, dental aging was used to categorize remains for comparisons with anthropological and molecular data. A molecular protocol was designed to sex individuals using the X-linked G6PD and Y-linked SRY genes. Bone development was studied using osteometric and morphological data of dry bone remains coupled with bone mineral density analysis (Micro-CT). The methylation levels of CpG rich sites within the promoter region of selected bone-associated genes were incorporated to examine silencing of genes during development. Osteological results support the use of the pars basilaris, pars lateralis and femur for age-at-death estimations as well as provide the foundation for dry bone aging criteria for South African individuals. Data compared with established skeletal aging standards indicated developmental differences between populations. Through the use of animal models and the perinatal sternal rib tissue, insights and precautions into the use of post mortem bone derived RNA for forensic applications is communicated. The methylation status of CpG rich sites within the promoter regions support the hypothesis for interdependent machinery involving selected genes during early bone development. , Thesis (PhD) -- Faculty of Science, Biochemistry and Microbiology, 2019
- Full Text:
- Date Issued: 2019
The uptake of educational technology in South African Higher Education: a study of the context that conditioned emergency remote teaching in the pandemic
- Ngcobo, Nomathemba Faustinah
- Authors: Ngcobo, Nomathemba Faustinah
- Date: 2022-10-14
- Subjects: Educational technology South Africa , Education, Higher South Africa , Academic development , COVID-19 Pandemic, 2020- South Africa , Distance education Computer-assisted instruction , Web-based instruction South Africa
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/405495 , vital:70176 , DOI 10.21504/10962/405495
- Description: The study explores the enablements and constraints in the uptake of educational technologies in the South African higher education system. This is a multiple institutional study which considers the differentiated nature of higher education institutions in South Africa and reflects on the implications of this for the use of educational technology (EdTech). EdTech is seen as an important aspect of 21st century education. As an established practice in many universities it has made a significant impact on teaching and learning practices. However, EdTech is often presented as a panacea to educational problems and implemented without consideration of the contexts in which it is used. Data was collected from the educational technology units of 22 of the 26 public higher education institutions and the main sources of this data were an online survey questionnaire related to the uptake of educational technologies and semi-structured interviews. For the research analysis, Archer’s analytical dualism and morphogenetic cycle provided a framework with the understanding that a social phenomenon such as EdTech emerges from a complex interplay of multiple mechanisms rather than through simple unidirectional causality. The framework directed me to analyse structure, culture and agency as separate entities allowing an understanding of the complex and rapidly growing phenomenon of EdTech. Analytical dualism provides guiding principles on how agential actions, structural resources, and cultural practices emerge and allows an understanding of how agents experience and respond to structures and cultures in social fields, for example, the uptake of EdTech for teaching and learning. The morphogenetic cycle reveals the historical nature the EdTech uptake with events happening over a period of time so that past events, which possess structural and cultural mechanisms, condition agency in socio-cultural interaction. The study identified several mechanisms enabling and constraining the uptake of EdTech, and while the findings are not exhaustive, they do indicate important enablements and constraints which the sector would do well to consider as it enters a post-pandemic phase. The data was collected prior to the pandemic and thus provides an understanding of what allowed for the uptake of EdTech when face-to-face teaching and learning was the norm. While the pandemic resulted in a rapid pivot to Emergency Remote Teaching (ERT), and fundamentally changed the face of EdTech in the South African higher education sector and around the world, the findings of this study remain pertinent. Archer argues that when a new person or structure is introduced, it occurs within a pre-existing context and so what emerges should not be seen to be simply caused by that new person or structure. Rather, its emergent properties are exercised within the conditioning effects of the pre-existing structures, cultures and agents. The Covid-19 virus brought about significant effects around the world, but it would be a mistake for us to assume that the effects were the same across different national higher education systems or even across different universities within a country. For us to understand both what occurred during the pivot to ERT and to consider the implications of this for the future of EdTech, it is imperative that we understand the pre-existing conditions in which ERT was implemented. This thesis offers a rich picture of these pre-existing conditions. Key findings include the extreme extent to which universities differed in their resourcing and uptake of EdTech prior to the pandemic. In some universities, there were well-resourced EdTech centres while in others, the implementation of EdTech was seen to be the responsibility of the IT department. Even where EdTech staff were employed, the nature of this employment varied greatly. In some cases, such staff were seen as educational experts who were hired as academics and often worked within academic development centres. In other cases, such staff were employed as administrative support staff. Another difference pertained to whether they were employed on contract (often funded through project funding) or on a permanent basis. These differences in employment and the positioning of the EdTech staff were seen to greatly condition the levels of credibility they enjoyed and the kinds of work they could undertake. If they were employed as support staff, they were more likely to be seen to be responsible for providing academics with end-user technical assistance. If they were employed as academics, they were more likely to be seen to be responsible for providing pedagogical and curriculum development support in using EdTech for teaching and learning. Another set of findings related to the extent to which EdTech was seen to be valued within each university, such as by being included in promotions criteria, mentioned in institutional strategies, and supported by university management. Where this was not the case, this constrained the uptake of EdTech. In all cases, the EdTech staff reported working almost exclusively with academics who sought to develop their EdTech capability on a voluntary basis because it aligned to what Archer terms their ‘personal projects’. At times a departmental champion, especially in the form of the Head of Department as a social actor, led to EdTech uptake spreading across the academic body. There was evidence of some resistance to the use of EdTech and a great deal of anxiety among some academics. This was seen to be implicated in concerns that at times EdTech was seen to be a ‘dumping ground’ and the Learning Management System positioned simply as a repository of materials. Many academics reported being pushed by their students to integrate more technology in their teaching. Many students seem to be adept at using technology and can see its potential pedagogical benefits and so placed pressure for this to be increased. There were however concerns that the notion of ‘Digital Natives’, that is millennial students who were born into a technological era, was only a partial picture of the student body. The ‘Digital Divide’ meant that there was highly uneven access to hardware, data, bandwidth, and technological literacies among the student body. For many students, their only access to technology was while they were physically on campus, a finding that was to have extreme implications for the pivot to ERT. This research will be valuable to the field of educational technology and enhance the understanding of what is needed to enable the uptake of educational technologies in higher education teaching and learning in pedagogically sound ways. As the sector responds to the pandemic and reflects on lessons learned during this time, it will be important to look to the conditions outlined in this study as they continue to enable and constrain the uptake of educational technology. , Ucwaningo olwethulwe yindlela elandela imigomo ka-Bhaskar kanye no-Archer yesayensi yezenhlalo ehlola ukuze inikeze incazelo yokuvumeleka nezithiyo ekuthathweni kwezifundo ezisekwe ubuchwepheshe besimanje. Lolu ucwaningo lwezikhungo eziningi zemfundo ephakeme, futhi inhloso yalo enkulu bekuwukuhlonza ukuthi kwavela kanjani izindlela ezehlukene ukuze kuvunyelwe futhi kuvinjwe ukusetshenziswa kobuchwepheshe bezemfundo ezikhungweni zemfundo ephakeme ezehlukene eNingizimu Afrika. Izifundo ezisekwe ubuchwepheshe besimanje (EdTechs) ibonwa njengezici ezibalulekile zemfundo yekhulu lamashumi amabili nanye (21st century), futhi njengomkhuba osunguliwe emanyuvesi ibe nomthelela omkhulu ekufundiseni nasekufundeni. Kodwa-ke, i-EdTechs ivame ukwethulwa njengekhambi ezinkingeni zemfundo futhi yacwaningwa ngaphandle kokucabangela izimo lapho isetshenziswa khona. Ngenxa yalokho, kwaba nesidingo sokuqonda kangcono ukuthi ukutholwa kwayo kwehlukaniswa kanjani phakathi nohlelo lwemfundo ephakeme olungalingani emaNyuvesi ahlukene. Ubufakazi buqoqwe ezingxenyeni zobuchwepheshe bezemfundo zezikhungo zemfundo ephakeme zikahulumeni ezingamashumi amabili nambili (22) kwezingamashumi amabili nesithupha (26) futhi imithombo eyinhloko yalobufakazi kwakuwuhlu lwemibuzo lwenhlolovo oluku-inthanethi oluhlobene nokusetshenziswa kobuchwepheshe bezemfundo kwase kulandela kanye nezingxoxiswano ezihlelwe kancane. Ukuze kuhlaziywe ucwaningo, i-analytical dualism ngokuka-Archer kanye nomjikelezo we-morphogenetic (uzalo kabusha) unikeze uhlaka lokuhlaziywa kokutholwa kobuchwepheshe bezemfundo njengokusebenzelana okuqhubekayo phakathi kwezifundiswa nabasebenzi bomnyango bobuchwepheshe besimanje (EdTech staff). Ekuhlaziyeni, ngixoxa ngokuthi uhlaka lungiqondise kanjani ukuba ngihlaziye isakhiwo, isiko kanye nokwenza kwabantu njengezinhlangano ezihlukene nokuthi kungani lolu hlaka lufaneleka ukuze siqonde lesi simo esiyinkimbinkimbi nesikhula ngokushesha sezemfundo zobuchwepheshe besimanje. Ubumbaxambili bokuhlaziya buhlinzeka ngohlaka oluvumela abacwaningi ezimweni zomphakathi ukuthi babone futhi bahlaziye izindlela ezikhiqizayo neziyisisekelo, okuhlanganisa izindlela zokwenza ngokusebenzisa ukuxhumana komphakathi. Iphinde inikeze izimiso eziqondisayo zokuthi ezinye izenzo zokwenza komuntu kanye nemikhuba yamasiko zivela kanjani kanye nokuqonda ukuthi abenzi nabasebenzi bezemfundo, nokuthi abhekana kanjani futhi asabela kanjani ezakhiweni namasiko emikhakheni yezenhlalo, isibonelo, ukutholwa kwe-EdTechs ekufundiseni nokufunda. Ngaphezu kwalokho, umjikelezo we-morphogenetic wembula ubunjalo bomlando ukuthathwa kwe-EdTechs nezenzakalo ezenzeka esikhathini esithile ukuze izehlakalo ezidlule ezinezindlela zesakhiwo nezamasiko zibekezelele izenzo zezifundiswa njenge-ejensi ezovela ekusebenzelaneni kwezenhlalo namasiko. Izakhiwo ezivelayo zesakhiwo, isiko kanye nezabenzi zibonwa njengezindlela ezibalulekile ezivumela futhi zibambe iqhaza ekuthathweni kobuchwepheshe bezemfundo ekufundiseni nokufunda yizifundiswa. Ngakho-ke, ucwaningo luveza ukuthi kungani ukuthathwa kunezindlela ezivumelayo neziphoqayo futhi ukuxhumana phakathi kwesakhiwo, isiko kanye nomenzi kudala ukucabangela kwesimo okungaba okuncomayo noma okuphikisanayo ngokwemvelo. Imvume yokulandelana kwesimo yencazelo yokuthi kungani kunokuhlangenwe nakho okuhlukile ekuthathweni kwalawa ma-EdTech avela ezikhungweni ezehlukene esimweni semfundo ephakeme yaseNingizimu Afrika. Lolu cwaningo luzobaluleka emkhakheni wezobuchwepheshe bezemfundo futhi luthuthukise ukuqonda kwalokho okudingekayo ukuze kusetshenziswe ubuchwepheshe bezemfundo ekufundiseni nasekufundeni imfundo ephakeme. , Thesis (PhD) -- Faculty of Education, Centre for Higher Education Research, Teaching and Learning, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Ngcobo, Nomathemba Faustinah
- Date: 2022-10-14
- Subjects: Educational technology South Africa , Education, Higher South Africa , Academic development , COVID-19 Pandemic, 2020- South Africa , Distance education Computer-assisted instruction , Web-based instruction South Africa
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/405495 , vital:70176 , DOI 10.21504/10962/405495
- Description: The study explores the enablements and constraints in the uptake of educational technologies in the South African higher education system. This is a multiple institutional study which considers the differentiated nature of higher education institutions in South Africa and reflects on the implications of this for the use of educational technology (EdTech). EdTech is seen as an important aspect of 21st century education. As an established practice in many universities it has made a significant impact on teaching and learning practices. However, EdTech is often presented as a panacea to educational problems and implemented without consideration of the contexts in which it is used. Data was collected from the educational technology units of 22 of the 26 public higher education institutions and the main sources of this data were an online survey questionnaire related to the uptake of educational technologies and semi-structured interviews. For the research analysis, Archer’s analytical dualism and morphogenetic cycle provided a framework with the understanding that a social phenomenon such as EdTech emerges from a complex interplay of multiple mechanisms rather than through simple unidirectional causality. The framework directed me to analyse structure, culture and agency as separate entities allowing an understanding of the complex and rapidly growing phenomenon of EdTech. Analytical dualism provides guiding principles on how agential actions, structural resources, and cultural practices emerge and allows an understanding of how agents experience and respond to structures and cultures in social fields, for example, the uptake of EdTech for teaching and learning. The morphogenetic cycle reveals the historical nature the EdTech uptake with events happening over a period of time so that past events, which possess structural and cultural mechanisms, condition agency in socio-cultural interaction. The study identified several mechanisms enabling and constraining the uptake of EdTech, and while the findings are not exhaustive, they do indicate important enablements and constraints which the sector would do well to consider as it enters a post-pandemic phase. The data was collected prior to the pandemic and thus provides an understanding of what allowed for the uptake of EdTech when face-to-face teaching and learning was the norm. While the pandemic resulted in a rapid pivot to Emergency Remote Teaching (ERT), and fundamentally changed the face of EdTech in the South African higher education sector and around the world, the findings of this study remain pertinent. Archer argues that when a new person or structure is introduced, it occurs within a pre-existing context and so what emerges should not be seen to be simply caused by that new person or structure. Rather, its emergent properties are exercised within the conditioning effects of the pre-existing structures, cultures and agents. The Covid-19 virus brought about significant effects around the world, but it would be a mistake for us to assume that the effects were the same across different national higher education systems or even across different universities within a country. For us to understand both what occurred during the pivot to ERT and to consider the implications of this for the future of EdTech, it is imperative that we understand the pre-existing conditions in which ERT was implemented. This thesis offers a rich picture of these pre-existing conditions. Key findings include the extreme extent to which universities differed in their resourcing and uptake of EdTech prior to the pandemic. In some universities, there were well-resourced EdTech centres while in others, the implementation of EdTech was seen to be the responsibility of the IT department. Even where EdTech staff were employed, the nature of this employment varied greatly. In some cases, such staff were seen as educational experts who were hired as academics and often worked within academic development centres. In other cases, such staff were employed as administrative support staff. Another difference pertained to whether they were employed on contract (often funded through project funding) or on a permanent basis. These differences in employment and the positioning of the EdTech staff were seen to greatly condition the levels of credibility they enjoyed and the kinds of work they could undertake. If they were employed as support staff, they were more likely to be seen to be responsible for providing academics with end-user technical assistance. If they were employed as academics, they were more likely to be seen to be responsible for providing pedagogical and curriculum development support in using EdTech for teaching and learning. Another set of findings related to the extent to which EdTech was seen to be valued within each university, such as by being included in promotions criteria, mentioned in institutional strategies, and supported by university management. Where this was not the case, this constrained the uptake of EdTech. In all cases, the EdTech staff reported working almost exclusively with academics who sought to develop their EdTech capability on a voluntary basis because it aligned to what Archer terms their ‘personal projects’. At times a departmental champion, especially in the form of the Head of Department as a social actor, led to EdTech uptake spreading across the academic body. There was evidence of some resistance to the use of EdTech and a great deal of anxiety among some academics. This was seen to be implicated in concerns that at times EdTech was seen to be a ‘dumping ground’ and the Learning Management System positioned simply as a repository of materials. Many academics reported being pushed by their students to integrate more technology in their teaching. Many students seem to be adept at using technology and can see its potential pedagogical benefits and so placed pressure for this to be increased. There were however concerns that the notion of ‘Digital Natives’, that is millennial students who were born into a technological era, was only a partial picture of the student body. The ‘Digital Divide’ meant that there was highly uneven access to hardware, data, bandwidth, and technological literacies among the student body. For many students, their only access to technology was while they were physically on campus, a finding that was to have extreme implications for the pivot to ERT. This research will be valuable to the field of educational technology and enhance the understanding of what is needed to enable the uptake of educational technologies in higher education teaching and learning in pedagogically sound ways. As the sector responds to the pandemic and reflects on lessons learned during this time, it will be important to look to the conditions outlined in this study as they continue to enable and constrain the uptake of educational technology. , Ucwaningo olwethulwe yindlela elandela imigomo ka-Bhaskar kanye no-Archer yesayensi yezenhlalo ehlola ukuze inikeze incazelo yokuvumeleka nezithiyo ekuthathweni kwezifundo ezisekwe ubuchwepheshe besimanje. Lolu ucwaningo lwezikhungo eziningi zemfundo ephakeme, futhi inhloso yalo enkulu bekuwukuhlonza ukuthi kwavela kanjani izindlela ezehlukene ukuze kuvunyelwe futhi kuvinjwe ukusetshenziswa kobuchwepheshe bezemfundo ezikhungweni zemfundo ephakeme ezehlukene eNingizimu Afrika. Izifundo ezisekwe ubuchwepheshe besimanje (EdTechs) ibonwa njengezici ezibalulekile zemfundo yekhulu lamashumi amabili nanye (21st century), futhi njengomkhuba osunguliwe emanyuvesi ibe nomthelela omkhulu ekufundiseni nasekufundeni. Kodwa-ke, i-EdTechs ivame ukwethulwa njengekhambi ezinkingeni zemfundo futhi yacwaningwa ngaphandle kokucabangela izimo lapho isetshenziswa khona. Ngenxa yalokho, kwaba nesidingo sokuqonda kangcono ukuthi ukutholwa kwayo kwehlukaniswa kanjani phakathi nohlelo lwemfundo ephakeme olungalingani emaNyuvesi ahlukene. Ubufakazi buqoqwe ezingxenyeni zobuchwepheshe bezemfundo zezikhungo zemfundo ephakeme zikahulumeni ezingamashumi amabili nambili (22) kwezingamashumi amabili nesithupha (26) futhi imithombo eyinhloko yalobufakazi kwakuwuhlu lwemibuzo lwenhlolovo oluku-inthanethi oluhlobene nokusetshenziswa kobuchwepheshe bezemfundo kwase kulandela kanye nezingxoxiswano ezihlelwe kancane. Ukuze kuhlaziywe ucwaningo, i-analytical dualism ngokuka-Archer kanye nomjikelezo we-morphogenetic (uzalo kabusha) unikeze uhlaka lokuhlaziywa kokutholwa kobuchwepheshe bezemfundo njengokusebenzelana okuqhubekayo phakathi kwezifundiswa nabasebenzi bomnyango bobuchwepheshe besimanje (EdTech staff). Ekuhlaziyeni, ngixoxa ngokuthi uhlaka lungiqondise kanjani ukuba ngihlaziye isakhiwo, isiko kanye nokwenza kwabantu njengezinhlangano ezihlukene nokuthi kungani lolu hlaka lufaneleka ukuze siqonde lesi simo esiyinkimbinkimbi nesikhula ngokushesha sezemfundo zobuchwepheshe besimanje. Ubumbaxambili bokuhlaziya buhlinzeka ngohlaka oluvumela abacwaningi ezimweni zomphakathi ukuthi babone futhi bahlaziye izindlela ezikhiqizayo neziyisisekelo, okuhlanganisa izindlela zokwenza ngokusebenzisa ukuxhumana komphakathi. Iphinde inikeze izimiso eziqondisayo zokuthi ezinye izenzo zokwenza komuntu kanye nemikhuba yamasiko zivela kanjani kanye nokuqonda ukuthi abenzi nabasebenzi bezemfundo, nokuthi abhekana kanjani futhi asabela kanjani ezakhiweni namasiko emikhakheni yezenhlalo, isibonelo, ukutholwa kwe-EdTechs ekufundiseni nokufunda. Ngaphezu kwalokho, umjikelezo we-morphogenetic wembula ubunjalo bomlando ukuthathwa kwe-EdTechs nezenzakalo ezenzeka esikhathini esithile ukuze izehlakalo ezidlule ezinezindlela zesakhiwo nezamasiko zibekezelele izenzo zezifundiswa njenge-ejensi ezovela ekusebenzelaneni kwezenhlalo namasiko. Izakhiwo ezivelayo zesakhiwo, isiko kanye nezabenzi zibonwa njengezindlela ezibalulekile ezivumela futhi zibambe iqhaza ekuthathweni kobuchwepheshe bezemfundo ekufundiseni nokufunda yizifundiswa. Ngakho-ke, ucwaningo luveza ukuthi kungani ukuthathwa kunezindlela ezivumelayo neziphoqayo futhi ukuxhumana phakathi kwesakhiwo, isiko kanye nomenzi kudala ukucabangela kwesimo okungaba okuncomayo noma okuphikisanayo ngokwemvelo. Imvume yokulandelana kwesimo yencazelo yokuthi kungani kunokuhlangenwe nakho okuhlukile ekuthathweni kwalawa ma-EdTech avela ezikhungweni ezehlukene esimweni semfundo ephakeme yaseNingizimu Afrika. Lolu cwaningo luzobaluleka emkhakheni wezobuchwepheshe bezemfundo futhi luthuthukise ukuqonda kwalokho okudingekayo ukuze kusetshenziswe ubuchwepheshe bezemfundo ekufundiseni nasekufundeni imfundo ephakeme. , Thesis (PhD) -- Faculty of Education, Centre for Higher Education Research, Teaching and Learning, 2022
- Full Text:
- Date Issued: 2022-10-14
The transformative potential of intersecting arts-based inquiry and environmental learning in urban South Africa: a focus on socio-ecological water pedagogies
- Authors: James, Anna Katharine
- Date: 2022-04-08
- Subjects: Environmental education South Africa , Water conservation Study and teaching South Africa , Art in environmental education South Africa , Social learning South Africa , Educational sociology South Africa , Water-supply Social aspects South Africa , Critical realism , Socio-ecological education
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/290660 , vital:56772 , DOI 10.21504/10962/290660
- Description: In this study I explore and explain transformative potential in arts-based environmental learning with a focus on water pedagogy. The study took place over a period of four years, where approximately 40 school pupils between the ages of 10 and 17 years-old were engaged in participatory arts-based inquiries into water located across unequal neighbourhoods in Cape Town, South Africa. Educators, school learners, citizens and decision-makers hold different historical, cultural, political and spiritual perspectives on water. These play a role in shaping what is termed in this research the ‘hydro-social cycle’. Yet, due to dominant ideas of what counts as knowing and truth, educators in educational settings struggle to account for the complexity of water, limiting educational encounters to a partial knowing leading mostly to limited unimaginative framings of problems and solutions. My focus on transformative potential in learning is derived from a concern for how environmental education encounters and the sense-making they enable, are infused by socio-economic, political, and historical elements, specifically colonialism, capitalism, and white supremacist racism. The connections between the multiple layers of capitalist crisis and the ever-urgent environmental crisis are not adequately made in mainstream forms of water education. The research explores how arts-based pedagogy could enable a productive meeting of critical environmental education with ecological literacies. Within this positioning, transformative potential considers how educational engagements position questions about water within the social life of participants/learners and inform learning that leads to fuller and more nuanced greater knowledge. Theoretically, I work with an interrogation of critical education theory, underlaboured by critical realism which enabled me to rigorously consider how claims to knowing are shaped by their accompanying assumptions of what is real. Drawing on recent debates in critical education theory, I resist the notion of critique as ideology and engage instead in the craftsmanship of contextual and responsive inquiry practice. This has enabled me to articulate processes and relationships in water education encounters with meaningful understandings of the effects of simultaneous crises rooted in racial capitalism and environmental crisis. My methodological approach is arts-based educational research with a directive to reflect upon educational encounters in an integrated way. It includes two parts informing the facilitation and analysis of open-ended learning processes. One component was arts-based inquiry practice developed for exploring complexity, drawing on the thinking of Norris (2009, 2011) and Finley (2016, 2017). The second part holds reflective space for these encounters guided by the practice of pedagogical narration inspired by the Reggio Amelia approach, demonstrated by Pacini-Ketchabaw, Nxumalo, Kocher, Elliot and Sanchez (2014). Clarifying the intellectual work of a responsive educator-researcher, pedagogical narration brings multiple theoretical lenses into conversation with emergent dimensions of educational process. In practice, in order to transgress the dominance of colonial white supremacist knowledge frames of water, I needed to be curious, to be confounded, to expect the unexpected in the educational encounters with participants and this mirroring of practice was emulated by the participants as they followed their own questions about water in Mzansi (South Africa). In our work together we came up against assumptions we had previously not questioned as individuals. Together we explored the implications of this by, for example, questioning who is responsible for saving water. These explorations required bringing together science knowledge and everyday knowledge at multiple scales: the household, catchment, government and global. It required us to be critical of how language and images are mobilized in public communication and school curriculums; for example, representations of water are infused with history and power in a way that impacts how we know and teach about water. The transformative potential of this pedagogical space is generated through acts of creative expression which are seen as acts of absenting absence, for example exhibiting through play how water use in the household interconnects with gender and age relationships. As such, creative expression through multiple mediums or more-than-text enables a deeper understanding of water as well as openings for interdisciplinary engagement with learning about water. My research found that in bringing together the contributions of critical education and environmental education in practice, two shifts are needed: environmental educators need to view ecological literacy as inseparable from the social and political. The knowledge that is shared about water in the classroom has social and political implications. On the other hand, critical educators need to better locate justice concerns in the material and ecological world at scale. Arts-based inquiry, as a kind of scaffolding for pedagogical process, has the potential to enable these shifts by opening up fixed analytical frames. Making these shifts requires a reflective practice on the part of the educator to navigate the inherited blind spots in environmental learning and critical education, such as dualities. One way to do this is for the educator to identify absences, as articulated in the Critical Realist tradition, and consider how these absences might be absented. This differs from a simplistic process of critique in the possibilities it opens up for collaboration between different schools of thought rather than further polarisation and alienation between educators and knowledge keepers on social ecologies. These insights have relevance for many sites of environmental education practice, such as natural science lecturers, school teachers or community activists. It is knowledge-learning work emergent from and responsive to complex ecological crisis, which requires everyone to rethink and open up to new ways of being, seeing and doing around these issues. The transformative potential of this work is that the thinking and transforming at all scales can be catalysed and grounded through the arts based educational encounters with the participants. , Thesis (PhD) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-04-08
- Authors: James, Anna Katharine
- Date: 2022-04-08
- Subjects: Environmental education South Africa , Water conservation Study and teaching South Africa , Art in environmental education South Africa , Social learning South Africa , Educational sociology South Africa , Water-supply Social aspects South Africa , Critical realism , Socio-ecological education
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/290660 , vital:56772 , DOI 10.21504/10962/290660
- Description: In this study I explore and explain transformative potential in arts-based environmental learning with a focus on water pedagogy. The study took place over a period of four years, where approximately 40 school pupils between the ages of 10 and 17 years-old were engaged in participatory arts-based inquiries into water located across unequal neighbourhoods in Cape Town, South Africa. Educators, school learners, citizens and decision-makers hold different historical, cultural, political and spiritual perspectives on water. These play a role in shaping what is termed in this research the ‘hydro-social cycle’. Yet, due to dominant ideas of what counts as knowing and truth, educators in educational settings struggle to account for the complexity of water, limiting educational encounters to a partial knowing leading mostly to limited unimaginative framings of problems and solutions. My focus on transformative potential in learning is derived from a concern for how environmental education encounters and the sense-making they enable, are infused by socio-economic, political, and historical elements, specifically colonialism, capitalism, and white supremacist racism. The connections between the multiple layers of capitalist crisis and the ever-urgent environmental crisis are not adequately made in mainstream forms of water education. The research explores how arts-based pedagogy could enable a productive meeting of critical environmental education with ecological literacies. Within this positioning, transformative potential considers how educational engagements position questions about water within the social life of participants/learners and inform learning that leads to fuller and more nuanced greater knowledge. Theoretically, I work with an interrogation of critical education theory, underlaboured by critical realism which enabled me to rigorously consider how claims to knowing are shaped by their accompanying assumptions of what is real. Drawing on recent debates in critical education theory, I resist the notion of critique as ideology and engage instead in the craftsmanship of contextual and responsive inquiry practice. This has enabled me to articulate processes and relationships in water education encounters with meaningful understandings of the effects of simultaneous crises rooted in racial capitalism and environmental crisis. My methodological approach is arts-based educational research with a directive to reflect upon educational encounters in an integrated way. It includes two parts informing the facilitation and analysis of open-ended learning processes. One component was arts-based inquiry practice developed for exploring complexity, drawing on the thinking of Norris (2009, 2011) and Finley (2016, 2017). The second part holds reflective space for these encounters guided by the practice of pedagogical narration inspired by the Reggio Amelia approach, demonstrated by Pacini-Ketchabaw, Nxumalo, Kocher, Elliot and Sanchez (2014). Clarifying the intellectual work of a responsive educator-researcher, pedagogical narration brings multiple theoretical lenses into conversation with emergent dimensions of educational process. In practice, in order to transgress the dominance of colonial white supremacist knowledge frames of water, I needed to be curious, to be confounded, to expect the unexpected in the educational encounters with participants and this mirroring of practice was emulated by the participants as they followed their own questions about water in Mzansi (South Africa). In our work together we came up against assumptions we had previously not questioned as individuals. Together we explored the implications of this by, for example, questioning who is responsible for saving water. These explorations required bringing together science knowledge and everyday knowledge at multiple scales: the household, catchment, government and global. It required us to be critical of how language and images are mobilized in public communication and school curriculums; for example, representations of water are infused with history and power in a way that impacts how we know and teach about water. The transformative potential of this pedagogical space is generated through acts of creative expression which are seen as acts of absenting absence, for example exhibiting through play how water use in the household interconnects with gender and age relationships. As such, creative expression through multiple mediums or more-than-text enables a deeper understanding of water as well as openings for interdisciplinary engagement with learning about water. My research found that in bringing together the contributions of critical education and environmental education in practice, two shifts are needed: environmental educators need to view ecological literacy as inseparable from the social and political. The knowledge that is shared about water in the classroom has social and political implications. On the other hand, critical educators need to better locate justice concerns in the material and ecological world at scale. Arts-based inquiry, as a kind of scaffolding for pedagogical process, has the potential to enable these shifts by opening up fixed analytical frames. Making these shifts requires a reflective practice on the part of the educator to navigate the inherited blind spots in environmental learning and critical education, such as dualities. One way to do this is for the educator to identify absences, as articulated in the Critical Realist tradition, and consider how these absences might be absented. This differs from a simplistic process of critique in the possibilities it opens up for collaboration between different schools of thought rather than further polarisation and alienation between educators and knowledge keepers on social ecologies. These insights have relevance for many sites of environmental education practice, such as natural science lecturers, school teachers or community activists. It is knowledge-learning work emergent from and responsive to complex ecological crisis, which requires everyone to rethink and open up to new ways of being, seeing and doing around these issues. The transformative potential of this work is that the thinking and transforming at all scales can be catalysed and grounded through the arts based educational encounters with the participants. , Thesis (PhD) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-04-08
The role of visualisation in redefining the pedagogy of fractions in mathematics classrooms among senior primary school teachers
- Authors: Ausiku, Charity Makwiliro
- Date: 2022-10-14
- Subjects: Mathematics Study and teaching (Elementary) Namibia , Fractions Study and teaching (Elementary) Namibia , Visualization , Visual learning , Dual-coding hypothesis , Constructivism (Education) Namibia
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/405456 , vital:70173 , DOI 10.21504/10962/405456
- Description: This mixed methods study explored the impact of the use of a visualisation approach on the pedagogy of eight teacher participants who were involved in the Rundu Campus Fraction Project (RCFP). The aim of this study was to determine the extent to which participants incorporated visualisation processes in the pedagogy of fractions, in view of their exposure to visualisation activities in the RCFP. Since fractions are difficult to teach and learn, visualisation was considered as an alternative approach to the pedagogy of fractions because it presents learners with opportunities to improve their proportional and spatial reasoning. This study was founded on the premise that the incorporation of both verbal and nonverbal cues can enhance the teaching and learning of fractions rather than the use of a single cue. Hence, the two theories underpinning this study are the Dual Coding Theory and the Constructivist Theory. While the Dual Coding Theory advocates for the use of verbal and nonverbal codes, the Constructivist theory states that meaningful learning occurs when learners are presented with opportunities to construct their own knowledge. Thus, the two codes are intertwined. In other words, the active construction of knowledge among learners is aided by using constructivist teaching approaches through the incorporation of both verbal and nonverbal codes. Although this study was predominantly qualitative, quantitative methods were also used in the data collection process. A questionnaire was administered to identify teacher participants for this study, based on their teaching orientations. Their views on best practices in mathematics classrooms in general and the incorporation of visualisation processes in particular, were instrumental in the selection of participants for this study. In addition, observations and semi-structured interviews were also used as research methods. Twenty-five lesson samples were video recorded, transcribed and analysed using both qualitative and quantitative methods. Moreover, each of the eight participants was exposed to a set of pre- and post-observation interviews during which they were expected to express their views on the selection, incorporation and impact of visualisation processes on the teaching of fractions. Data sets from all three instruments were analysed using both quantitative and qualitative methods. The findings indicate that the RCFP had an impact on the teaching strategies employed by the participants as they all incorporated visualisation processes into their teaching to some extent. In some lessons, the visual code was effectively blended into the verbal code while in others, the purpose of and connection between the two codes was not evident. Hence, although all the participants embraced the incorporation of visualisation in the pedagogy of mathematics, some of them struggled to find its rightful position in the teaching of fractions. The findings suggest that despite the participants’ eagerness to use visualisation in their fraction lessons, some of them did not have adequate knowledge to successfully merge it with the conventional verbal code. Thus, for the integration of visuals to be impactful, it should be carefully merged in the teaching of fractions by taking into account various factors. , Thesis (PhD) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Ausiku, Charity Makwiliro
- Date: 2022-10-14
- Subjects: Mathematics Study and teaching (Elementary) Namibia , Fractions Study and teaching (Elementary) Namibia , Visualization , Visual learning , Dual-coding hypothesis , Constructivism (Education) Namibia
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/405456 , vital:70173 , DOI 10.21504/10962/405456
- Description: This mixed methods study explored the impact of the use of a visualisation approach on the pedagogy of eight teacher participants who were involved in the Rundu Campus Fraction Project (RCFP). The aim of this study was to determine the extent to which participants incorporated visualisation processes in the pedagogy of fractions, in view of their exposure to visualisation activities in the RCFP. Since fractions are difficult to teach and learn, visualisation was considered as an alternative approach to the pedagogy of fractions because it presents learners with opportunities to improve their proportional and spatial reasoning. This study was founded on the premise that the incorporation of both verbal and nonverbal cues can enhance the teaching and learning of fractions rather than the use of a single cue. Hence, the two theories underpinning this study are the Dual Coding Theory and the Constructivist Theory. While the Dual Coding Theory advocates for the use of verbal and nonverbal codes, the Constructivist theory states that meaningful learning occurs when learners are presented with opportunities to construct their own knowledge. Thus, the two codes are intertwined. In other words, the active construction of knowledge among learners is aided by using constructivist teaching approaches through the incorporation of both verbal and nonverbal codes. Although this study was predominantly qualitative, quantitative methods were also used in the data collection process. A questionnaire was administered to identify teacher participants for this study, based on their teaching orientations. Their views on best practices in mathematics classrooms in general and the incorporation of visualisation processes in particular, were instrumental in the selection of participants for this study. In addition, observations and semi-structured interviews were also used as research methods. Twenty-five lesson samples were video recorded, transcribed and analysed using both qualitative and quantitative methods. Moreover, each of the eight participants was exposed to a set of pre- and post-observation interviews during which they were expected to express their views on the selection, incorporation and impact of visualisation processes on the teaching of fractions. Data sets from all three instruments were analysed using both quantitative and qualitative methods. The findings indicate that the RCFP had an impact on the teaching strategies employed by the participants as they all incorporated visualisation processes into their teaching to some extent. In some lessons, the visual code was effectively blended into the verbal code while in others, the purpose of and connection between the two codes was not evident. Hence, although all the participants embraced the incorporation of visualisation in the pedagogy of mathematics, some of them struggled to find its rightful position in the teaching of fractions. The findings suggest that despite the participants’ eagerness to use visualisation in their fraction lessons, some of them did not have adequate knowledge to successfully merge it with the conventional verbal code. Thus, for the integration of visuals to be impactful, it should be carefully merged in the teaching of fractions by taking into account various factors. , Thesis (PhD) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-10-14
The role of optimism bias in susceptibility to phishing attacks in a financial services organisation
- Authors: Owen, Morné
- Date: 2023-03-31
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/419257 , vital:71629 , DOI 10.21504/10962/419257
- Description: Researchers looking for ways to change the insecure behaviour that results in successful phishing have considered multiple possible reasons for such behaviour. Therefore, the purpose of this study is to understand the role of optimism bias (OB – defined as a cognitive bias), which characterises overly optimistic or unrealistic individuals, in order to ensure secure behaviour. Research is considered that has focused on issues such as personality traits, trust, attitude and information security awareness training (ISAT). We used a mixed methods design to investigate OB behaviour, building on a recontextualised version of the theory of planned behaviour to evaluate the influence that OB has on phishing susceptibility. To model the data, an analysis was performed on 226 survey responses (systematic random sampling method) from the employees of a financial services organisation using partial least squares (PLS) path modelling. To evaluate OB behaviour, we conducted an experiment consisting of three ISAT sessions and three simulated phishing attacks. After each phishing experiment, we conducted interviews to gain a better understanding of why people succumbed to the attacks. It was subsequently found that overly optimistic individuals are inclined to behave insecurely, while factors such as attitude and trust significantly influence the intention to behave securely. Our contribution to practice is to enhance the effectiveness of ISAT by identifying and addressing the OB weakness to deliver a more successful training outcome. Our contribution to theory enriches the Information Systems literature by evaluating the effect of a cognitive bias on phishing susceptibility and, through research, offering a contextual explanation of the resultant behaviour. , Thesis (PhD) -- Faculty of Commerce, Information Systems, 2023 , Navorsers op soek na ‘n antwoord om onveilige gedrag te verander wat lei na uitvissing het verskeie moontlike redes oorweeg vir sulke gedrag. Daarom is die doel van hierdie verhandeling om die rol van optimistiese vooroordeel (OB - gedefinieer as 'n kognitiewe vooroordeel) te verstaan, wat te optimistiese of onrealistiese individue kenmerk om veilige gedrag te verseker. Navorsing was oorweeg wat gefokus het op kwessies soos persoonlikheidseienskappe, vertroue, gesindheid en inligtingsekuriteitsbewustheidsopleiding (ISAT). Die navorser het gemengde metodes gebruik om OB-gedrag te ondersoek. Daar was voortgebou op 'n gerekontekstualiseerde weergawe van die theory of planned behaviour om die invloed wat OB op uitvissing-vatbaarheid het, te evalueer. Om die data te modelleer, is 'n analise gedoen waar 226 opname antwoorde verkry is van 'n finansiële dienste organisasie en is partial least squares (PLS) path modelling gebruik. Om OB-gedrag te evalueer, het ons 'n eksperiment uitgevoer wat bestaan uit drie ISAT-sessies en drie gesimuleerde uitvissing-aanvalle. Na elke uitvissing-eksperiment het ons onderhoude gevoer om 'n beter begrip te kry waarom mense aan die aanvalle geswig het. Te optimistiese individue is geneig om onveilig op te tree, terwyl faktore soos gesindheid en vertroue die voorneme om veilig op te tree, aansienlik beïnvloed het. Die studie se bydrae tot die praktyk is om die doeltreffendheid van ISAT te verbeter deur die OBswakheid te identifiseer en aan te spreek om 'n meer suksesvolle opleidingsuitkoms te lewer. Verder verryk die studie die Inligtingstelsels-literatuur deur die effek van 'n kognitiewe vooroordeel op uitvissing-vatbaarheid te evalueer en deur navorsing bied dit 'n kontekstuele verduideliking van die gevolglike gedrag.
- Full Text:
- Date Issued: 2023-03-31
The role of optimism bias in susceptibility to phishing attacks in a financial services organisation
- Authors: Owen, Morné
- Date: 2023-03-31
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/419257 , vital:71629 , DOI 10.21504/10962/419257
- Description: Researchers looking for ways to change the insecure behaviour that results in successful phishing have considered multiple possible reasons for such behaviour. Therefore, the purpose of this study is to understand the role of optimism bias (OB – defined as a cognitive bias), which characterises overly optimistic or unrealistic individuals, in order to ensure secure behaviour. Research is considered that has focused on issues such as personality traits, trust, attitude and information security awareness training (ISAT). We used a mixed methods design to investigate OB behaviour, building on a recontextualised version of the theory of planned behaviour to evaluate the influence that OB has on phishing susceptibility. To model the data, an analysis was performed on 226 survey responses (systematic random sampling method) from the employees of a financial services organisation using partial least squares (PLS) path modelling. To evaluate OB behaviour, we conducted an experiment consisting of three ISAT sessions and three simulated phishing attacks. After each phishing experiment, we conducted interviews to gain a better understanding of why people succumbed to the attacks. It was subsequently found that overly optimistic individuals are inclined to behave insecurely, while factors such as attitude and trust significantly influence the intention to behave securely. Our contribution to practice is to enhance the effectiveness of ISAT by identifying and addressing the OB weakness to deliver a more successful training outcome. Our contribution to theory enriches the Information Systems literature by evaluating the effect of a cognitive bias on phishing susceptibility and, through research, offering a contextual explanation of the resultant behaviour. , Thesis (PhD) -- Faculty of Commerce, Information Systems, 2023 , Navorsers op soek na ‘n antwoord om onveilige gedrag te verander wat lei na uitvissing het verskeie moontlike redes oorweeg vir sulke gedrag. Daarom is die doel van hierdie verhandeling om die rol van optimistiese vooroordeel (OB - gedefinieer as 'n kognitiewe vooroordeel) te verstaan, wat te optimistiese of onrealistiese individue kenmerk om veilige gedrag te verseker. Navorsing was oorweeg wat gefokus het op kwessies soos persoonlikheidseienskappe, vertroue, gesindheid en inligtingsekuriteitsbewustheidsopleiding (ISAT). Die navorser het gemengde metodes gebruik om OB-gedrag te ondersoek. Daar was voortgebou op 'n gerekontekstualiseerde weergawe van die theory of planned behaviour om die invloed wat OB op uitvissing-vatbaarheid het, te evalueer. Om die data te modelleer, is 'n analise gedoen waar 226 opname antwoorde verkry is van 'n finansiële dienste organisasie en is partial least squares (PLS) path modelling gebruik. Om OB-gedrag te evalueer, het ons 'n eksperiment uitgevoer wat bestaan uit drie ISAT-sessies en drie gesimuleerde uitvissing-aanvalle. Na elke uitvissing-eksperiment het ons onderhoude gevoer om 'n beter begrip te kry waarom mense aan die aanvalle geswig het. Te optimistiese individue is geneig om onveilig op te tree, terwyl faktore soos gesindheid en vertroue die voorneme om veilig op te tree, aansienlik beïnvloed het. Die studie se bydrae tot die praktyk is om die doeltreffendheid van ISAT te verbeter deur die OBswakheid te identifiseer en aan te spreek om 'n meer suksesvolle opleidingsuitkoms te lewer. Verder verryk die studie die Inligtingstelsels-literatuur deur die effek van 'n kognitiewe vooroordeel op uitvissing-vatbaarheid te evalueer en deur navorsing bied dit 'n kontekstuele verduideliking van die gevolglike gedrag.
- Full Text:
- Date Issued: 2023-03-31
The Role of HSP70/HSP90 Organizing Protein (Hop) in the Heat Shock Factor 1 (HSF1)-mediated Stress Response
- Authors: Chakraborty, Abantika
- Date: 2020
- Subjects: Uncatalogued
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/163204 , vital:41018 , doi:10.21504/10962/163204
- Description: Molecular chaperones regulate cellular proteostasis. They control protein conformation and prevent misfolding and aggregation under both normal and stressful environments, ultimately resulting in cell survival. The project aimed to understand the role of the HSP70 – HSP90 Organizing Protein (Hop/STIP1) in the survival of stressed cells and the function of the stress-responsive transcription factor, Heat Shock Factor 1 (HSF1). HSF1 protein levels were significantly reduced in Hop-depleted HEK293T cells compared to controls by ELISA, western blot, and mass spectrometry. HSF1 transcriptional activity at the HSP70 promoter, and binding of a biotinylated HSE oligonucleotide under basal conditions were significantly reduced, consistent with the reduced levels of HSF1. In response to heat shock, HSF1 levels in Hop-depleted cells increased to that of controls, but there was still significantly lowerHSF1 transcriptional activity and HSE binding. Hop-depleted HEK293T cells were more sensitive than controls to the HSF1 inhibitor KRIBB11 and showed reduced short-term and long-term proliferation. Unlike the HSP90 inhibitor 17-DMAG, which had no effect, the HSP70 inhibitor JG98, further decreased the levels of HSF1 in Hop-depleted cells, suggesting a role for HSP70 in the Hop-mediated effects. There was punctate nuclear staining for HSF1 in Hop-depleted cells under both basal and heat shock conditions, as well as reduced nuclear localization and increased cytoplasmic accumulation of HSF1 in response to heat shock. Hop and HSF1 colocalized in cells, and HSF1 could be isolated in complex with Hop and HSP70. Loss of Hop reduced HSF1 in HSP70complexes but did not affect HSF1 abundance in HSP90 complexes. Hop-depleted cells showed reduced short-term and long-term survival compared to controls, an effect that was potentiated by the JG98 HSP70 inhibitor. Taken together, these data suggest that Hop regulation of HSF1activity is via a mechanism involving reductions in HSP70 interaction, as well as reduced nuclear localization, and DNA binding, and is consistent with reduced cellular fitness under basal and stress conditions. , Thesis (PhD) -- Faculty of Science, Biochemistry and Microbiology, 2020
- Full Text:
- Date Issued: 2020
- Authors: Chakraborty, Abantika
- Date: 2020
- Subjects: Uncatalogued
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/163204 , vital:41018 , doi:10.21504/10962/163204
- Description: Molecular chaperones regulate cellular proteostasis. They control protein conformation and prevent misfolding and aggregation under both normal and stressful environments, ultimately resulting in cell survival. The project aimed to understand the role of the HSP70 – HSP90 Organizing Protein (Hop/STIP1) in the survival of stressed cells and the function of the stress-responsive transcription factor, Heat Shock Factor 1 (HSF1). HSF1 protein levels were significantly reduced in Hop-depleted HEK293T cells compared to controls by ELISA, western blot, and mass spectrometry. HSF1 transcriptional activity at the HSP70 promoter, and binding of a biotinylated HSE oligonucleotide under basal conditions were significantly reduced, consistent with the reduced levels of HSF1. In response to heat shock, HSF1 levels in Hop-depleted cells increased to that of controls, but there was still significantly lowerHSF1 transcriptional activity and HSE binding. Hop-depleted HEK293T cells were more sensitive than controls to the HSF1 inhibitor KRIBB11 and showed reduced short-term and long-term proliferation. Unlike the HSP90 inhibitor 17-DMAG, which had no effect, the HSP70 inhibitor JG98, further decreased the levels of HSF1 in Hop-depleted cells, suggesting a role for HSP70 in the Hop-mediated effects. There was punctate nuclear staining for HSF1 in Hop-depleted cells under both basal and heat shock conditions, as well as reduced nuclear localization and increased cytoplasmic accumulation of HSF1 in response to heat shock. Hop and HSF1 colocalized in cells, and HSF1 could be isolated in complex with Hop and HSP70. Loss of Hop reduced HSF1 in HSP70complexes but did not affect HSF1 abundance in HSP90 complexes. Hop-depleted cells showed reduced short-term and long-term survival compared to controls, an effect that was potentiated by the JG98 HSP70 inhibitor. Taken together, these data suggest that Hop regulation of HSF1activity is via a mechanism involving reductions in HSP70 interaction, as well as reduced nuclear localization, and DNA binding, and is consistent with reduced cellular fitness under basal and stress conditions. , Thesis (PhD) -- Faculty of Science, Biochemistry and Microbiology, 2020
- Full Text:
- Date Issued: 2020
The Role of HOP in Emerin-Mediated Nuclear Structure
- Authors: Kituyi, Sarah Naulikha
- Date: 2017
- Subjects: Heat shock proteins , Nuclear structure , Nuclear membranes , Cancer Treatment , Molecular chaperones , Cytoskeleton , Cytoplasm
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/59230 , vital:27485 , DOI 10.21504/10962/59230
- Description: A vital component of the integral nuclear membrane is emerin, a Lamin Emerin and Man1 (LEM) domain protein whose concentration determines the levels of partner proteins that together constitute the structure of the nuclear envelope. Deficiencies in any of these proteins causes the failure of the structure and assembly and disassembly of the nuclear envelope, which disrupts chromosome segregation and nuclear compartmentalization that are both associated with disease. Emerin also localizes in the cytoplasm where it is implicated in the structure of the cytoskeleton via interaction with tubulin and actin and thus its deficiency may equally contribute to the collapse of the cytoskeleton. The Hsp70-Hsp90 organising protein (Hop) functions as a cochaperone for entry of client proteins into the Hsp90 folding cycle. Hop is upregulated in cancer and regulates a number of cell biology processes via interactions with proteins independently of Hsp90. In a previous study using global whole cell mass spectrometry, emerin was shown to be the most significantly down regulated protein in Hop depleted cell lysates. In this current study, it was postulated that emerin interacts with Hop, and this interaction regulates the stability, and level of emerin in the nucleus which impacts on the structure of the nuclear envelope. We used HEK293T cell lines stably expressing shRNA against Hop, emerin and a non-targeting control alongside the over expression of Hop in HEK293 cells to determine the effect of Hop levels on emerin expression and vice versa via Western blotting. The effect of Hop on the localization of emerin was assessed via subcellullar fractionation and confocal microscopy, while the impact on the structure of the nucleus was determined by transmission electron microscopy (TEM). We established that the depletion of Hop using shRNA and the over expression of Hop both result in the proteasomal and lysosomal degradation of emerin. Co-immunoprecipitation assays confirmed that Hop and emerin are in a common complex, which was not dependent on the presence of Hsp90. Loss of Hop or emerin led to a deformation of nuclear structure and a statistically significant decrease in nuclear size compared to control cells and was associated with an increase in the levels of nuclear protein, lamin A-C. Loss of emerin and Hop resulted in increased long term cell survival, but only after restriction of the nucleus when the cells had migrated across a transwell membrane. Taken together, the results obtained suggest that Hop acts as a scaffold for the stabilization of emerin and that the effects of Hop depletion on the structure of the nucleus and long term survival are mediated via the depletion of emerin. , Thesis (PhD) -- Faculty of Science, Biochemistry and Microbiology, 2017
- Full Text:
- Date Issued: 2017
- Authors: Kituyi, Sarah Naulikha
- Date: 2017
- Subjects: Heat shock proteins , Nuclear structure , Nuclear membranes , Cancer Treatment , Molecular chaperones , Cytoskeleton , Cytoplasm
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/59230 , vital:27485 , DOI 10.21504/10962/59230
- Description: A vital component of the integral nuclear membrane is emerin, a Lamin Emerin and Man1 (LEM) domain protein whose concentration determines the levels of partner proteins that together constitute the structure of the nuclear envelope. Deficiencies in any of these proteins causes the failure of the structure and assembly and disassembly of the nuclear envelope, which disrupts chromosome segregation and nuclear compartmentalization that are both associated with disease. Emerin also localizes in the cytoplasm where it is implicated in the structure of the cytoskeleton via interaction with tubulin and actin and thus its deficiency may equally contribute to the collapse of the cytoskeleton. The Hsp70-Hsp90 organising protein (Hop) functions as a cochaperone for entry of client proteins into the Hsp90 folding cycle. Hop is upregulated in cancer and regulates a number of cell biology processes via interactions with proteins independently of Hsp90. In a previous study using global whole cell mass spectrometry, emerin was shown to be the most significantly down regulated protein in Hop depleted cell lysates. In this current study, it was postulated that emerin interacts with Hop, and this interaction regulates the stability, and level of emerin in the nucleus which impacts on the structure of the nuclear envelope. We used HEK293T cell lines stably expressing shRNA against Hop, emerin and a non-targeting control alongside the over expression of Hop in HEK293 cells to determine the effect of Hop levels on emerin expression and vice versa via Western blotting. The effect of Hop on the localization of emerin was assessed via subcellullar fractionation and confocal microscopy, while the impact on the structure of the nucleus was determined by transmission electron microscopy (TEM). We established that the depletion of Hop using shRNA and the over expression of Hop both result in the proteasomal and lysosomal degradation of emerin. Co-immunoprecipitation assays confirmed that Hop and emerin are in a common complex, which was not dependent on the presence of Hsp90. Loss of Hop or emerin led to a deformation of nuclear structure and a statistically significant decrease in nuclear size compared to control cells and was associated with an increase in the levels of nuclear protein, lamin A-C. Loss of emerin and Hop resulted in increased long term cell survival, but only after restriction of the nucleus when the cells had migrated across a transwell membrane. Taken together, the results obtained suggest that Hop acts as a scaffold for the stabilization of emerin and that the effects of Hop depletion on the structure of the nucleus and long term survival are mediated via the depletion of emerin. , Thesis (PhD) -- Faculty of Science, Biochemistry and Microbiology, 2017
- Full Text:
- Date Issued: 2017
The role of angling-guides in promoting pro-environmental catch-and-release attitudes and behaviours in the recreational angling community
- Authors: Farthing, Matthew William
- Date: 2022-04-08
- Subjects: Fishing , Fishing Catch effort , Fishing guides , Fishers , Human behavior , Role models
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/294583 , vital:57235 , DOI 10.21504/10962/294585
- Description: Angling-guides are respected as opinion leaders of the recreational angling community, but nothing is known of their influence on angler behaviour. Given their social-standing, angling-guides may be perceived as role-models by angling-clients – thereby promoting the adoption of best and/or poor catch-and-release (C&R) practices, depending on their individual knowledge, attitudes and behaviour. It is critical to understand their potential influence, their knowledge and their behaviours to inform effective intervention strategies which could exploit their extensive networking potential. The aim of this thesis was to better understand the potential utility of angling-guides in efforts to improve angler behaviour. Firstly, this was done by investigating whether angling-guides are perceived as role-models by angling-clients (Chapter 2). Secondly, it was done by assessing the current level of knowledge, attitudes and behaviours of angling-guides from around the world (Chapter 3). Thirdly, it was done by exploring the relationship between angling-guide knowledge, attitudes, intentions and actual behaviour in a case-study of guided-angling trips (Chapter 4). Lastly, it was done by exploring intervention frameworks and incorporating insights into potential strategies for promoting pro-environmental angling behaviours to angling-guides (Chapter 5). To understand if angling-guides are perceived as role-models by the recreational angling community (Chapter 2), a digital survey was designed to assess previous angling-clients’ attitudes towards angling-guides serving the three role-model functions proposed in the Motivational Theory of Role-Modelling, namely as Behavioural models, Representations of the Possible and Inspiration. Of the 492 angling-clients (27 countries), most agreed that angling-guides were competent, skilled, and worth emulating (91.1%), suggesting they are perceived as Behavioural Models. Less agreed that angling-guides were Inspirational or Representations of the Possible (54.8%), suggesting they are less likely to motivate anglers to adopt and/or pursue new goals. As Behavioural Models, angling-guide C&R practices are likely to be emulated, which is of both utility and concern to managers. As angling-guides are likely to be emulated, a digital survey was designed to assess their knowledge, attitudes and behaviours (particularly C&R best-practices) (Chapter 3). Of the 342 angling-guides (47 countries), few had accredited training (9.4%). However, most were deemed “knowledgeable of best-practices” (69.0%), but pervasive misconceptions of key C&R best-practices were observed. Attitudes towards best-practices were generally pro-environmental, and those deemed knowledgeable had significantly more pro-environmental attitudes (p = 0.003). Most angling-guides had pro-environmental attitudes towards their environmental responsibilities (87.1 - 89.5%), but these broad attitudes cannot predict specific pro-environmental behaviours during guided-angling trips where angler satisfaction is often at odds with best-practice. Angling-client satisfaction has important financial implications for angling-guides, and even those with pro-environmental intentions may struggle to adhere to C&R best-practices with inherent sacrifices for the angling-client’s enjoyment. Observation of behaviour in context is critical for understanding the behaviour to be changed. To explore the relationship between angling-guide knowledge, intentions and actual behaviour (Chapter 4), five angling-guides were observed (and filmed) interacting with groups of angling-clients during their guided-angling trips over a 30 day period. Five angling behaviours of interest were identified, and a survey focussed on these behaviours was disseminated (18 months later) to the five angling-guides previously observed to assess their knowledge, attitudes, reported behaviours and perceptions of the norm. Generally the subjects’ reported behaviours aligned well with their knowledge of best-practice, but their actual behaviour was not well aligned (24.4%). Instead, their actual behaviour aligned better with their perceptions of the norm (80.9%), which was generally a “worse” practice than what they reported. Angling-guides appeared to favour client-satisfaction over pro-environmental behaviour. Gaps between angling-guides’ knowledge of best-practice and their actual behaviour indicate that there may be obscure and complex barriers to pro-environmental angling-guide behaviour. Many barriers are seemingly impossible to overcome, such as economic limitations and financial disincentives. These barriers may limit the efficacy of traditional knowledge-attitude-behaviour (KAB) change interventions. The strong alignment of angling-guide behaviour with social norms, and the strong community orientation of recreational angling suggests that the Community-Based Social Marketing (CBSM) approach may be a more effective framework for interventions that aim to promote pro-environmental catch-and-release behaviours at angling-guide level. The CBSM approach allows interventionists to leverage a larger suite of cognitive biases than KAB approaches, provided that sufficient understanding of the context, barriers and benefits for a given segment of the angling-guide community (likely defined by style-of-participation) are obtained. Furthermore, the success of the CBSM approach will depend on the ability of interventionists to effectively recruit and incentivise disjunct and isolated communities of angling-guides to participate in training and workshops in order to achieve the important in-person contact on which the CBSM approach depends. , Thesis (PhD) -- Faculty of Science, Ichthyology and Fisheries Science, 2022
- Full Text:
- Date Issued: 2022-04-08
- Authors: Farthing, Matthew William
- Date: 2022-04-08
- Subjects: Fishing , Fishing Catch effort , Fishing guides , Fishers , Human behavior , Role models
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/294583 , vital:57235 , DOI 10.21504/10962/294585
- Description: Angling-guides are respected as opinion leaders of the recreational angling community, but nothing is known of their influence on angler behaviour. Given their social-standing, angling-guides may be perceived as role-models by angling-clients – thereby promoting the adoption of best and/or poor catch-and-release (C&R) practices, depending on their individual knowledge, attitudes and behaviour. It is critical to understand their potential influence, their knowledge and their behaviours to inform effective intervention strategies which could exploit their extensive networking potential. The aim of this thesis was to better understand the potential utility of angling-guides in efforts to improve angler behaviour. Firstly, this was done by investigating whether angling-guides are perceived as role-models by angling-clients (Chapter 2). Secondly, it was done by assessing the current level of knowledge, attitudes and behaviours of angling-guides from around the world (Chapter 3). Thirdly, it was done by exploring the relationship between angling-guide knowledge, attitudes, intentions and actual behaviour in a case-study of guided-angling trips (Chapter 4). Lastly, it was done by exploring intervention frameworks and incorporating insights into potential strategies for promoting pro-environmental angling behaviours to angling-guides (Chapter 5). To understand if angling-guides are perceived as role-models by the recreational angling community (Chapter 2), a digital survey was designed to assess previous angling-clients’ attitudes towards angling-guides serving the three role-model functions proposed in the Motivational Theory of Role-Modelling, namely as Behavioural models, Representations of the Possible and Inspiration. Of the 492 angling-clients (27 countries), most agreed that angling-guides were competent, skilled, and worth emulating (91.1%), suggesting they are perceived as Behavioural Models. Less agreed that angling-guides were Inspirational or Representations of the Possible (54.8%), suggesting they are less likely to motivate anglers to adopt and/or pursue new goals. As Behavioural Models, angling-guide C&R practices are likely to be emulated, which is of both utility and concern to managers. As angling-guides are likely to be emulated, a digital survey was designed to assess their knowledge, attitudes and behaviours (particularly C&R best-practices) (Chapter 3). Of the 342 angling-guides (47 countries), few had accredited training (9.4%). However, most were deemed “knowledgeable of best-practices” (69.0%), but pervasive misconceptions of key C&R best-practices were observed. Attitudes towards best-practices were generally pro-environmental, and those deemed knowledgeable had significantly more pro-environmental attitudes (p = 0.003). Most angling-guides had pro-environmental attitudes towards their environmental responsibilities (87.1 - 89.5%), but these broad attitudes cannot predict specific pro-environmental behaviours during guided-angling trips where angler satisfaction is often at odds with best-practice. Angling-client satisfaction has important financial implications for angling-guides, and even those with pro-environmental intentions may struggle to adhere to C&R best-practices with inherent sacrifices for the angling-client’s enjoyment. Observation of behaviour in context is critical for understanding the behaviour to be changed. To explore the relationship between angling-guide knowledge, intentions and actual behaviour (Chapter 4), five angling-guides were observed (and filmed) interacting with groups of angling-clients during their guided-angling trips over a 30 day period. Five angling behaviours of interest were identified, and a survey focussed on these behaviours was disseminated (18 months later) to the five angling-guides previously observed to assess their knowledge, attitudes, reported behaviours and perceptions of the norm. Generally the subjects’ reported behaviours aligned well with their knowledge of best-practice, but their actual behaviour was not well aligned (24.4%). Instead, their actual behaviour aligned better with their perceptions of the norm (80.9%), which was generally a “worse” practice than what they reported. Angling-guides appeared to favour client-satisfaction over pro-environmental behaviour. Gaps between angling-guides’ knowledge of best-practice and their actual behaviour indicate that there may be obscure and complex barriers to pro-environmental angling-guide behaviour. Many barriers are seemingly impossible to overcome, such as economic limitations and financial disincentives. These barriers may limit the efficacy of traditional knowledge-attitude-behaviour (KAB) change interventions. The strong alignment of angling-guide behaviour with social norms, and the strong community orientation of recreational angling suggests that the Community-Based Social Marketing (CBSM) approach may be a more effective framework for interventions that aim to promote pro-environmental catch-and-release behaviours at angling-guide level. The CBSM approach allows interventionists to leverage a larger suite of cognitive biases than KAB approaches, provided that sufficient understanding of the context, barriers and benefits for a given segment of the angling-guide community (likely defined by style-of-participation) are obtained. Furthermore, the success of the CBSM approach will depend on the ability of interventionists to effectively recruit and incentivise disjunct and isolated communities of angling-guides to participate in training and workshops in order to achieve the important in-person contact on which the CBSM approach depends. , Thesis (PhD) -- Faculty of Science, Ichthyology and Fisheries Science, 2022
- Full Text:
- Date Issued: 2022-04-08
The nexus between territorial border controls, informal cross border trading and economic security in Zimbabwe: the case of Beitbridge Border Post
- Authors: Nare, Hilary
- Date: 2022-10-14
- Subjects: Informal sector (Economics) Zimbabwe , South Africa Commerce Zimbabwe , Border security Zimbabwe , Economic security Zimbabwe , Beitbridge (Zimbabwe) , Zimbabwe Politics and government , Zimbabwe Economic conditions
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/365977 , vital:65807 , DOI https://doi.org/10.21504/10962/365977
- Description: Informal cross border trade is central to the lives of many Zimbabweans, with informal trade across the Zimbabwean-South African border being of particular importance. This entails travelling through the Beitbridge border post on the Zimbabwean side, with Zimbabwean informal traders purchasing items in South Africa for resale in Zimbabwe. In doing so, they contribute not only to their own economic security but likely to the economic security of other Zimbabweans deeply affected by the ongoing crisis in the country. Often times, when examining the lives of Zimbabwe’s informal traders, the border post is not subjected to sustained focus and analysis. Yet, border posts (like the Beitbridge border post) are complex social institutions which configure the lives and livelihoods of cross border traders in multiple ways, and which informal traders often have to negotiate their way through. In this context, this thesis provides a critical analysis of border control management at the Beitbridge border post with particular reference to the activities of Zimbabwean informal cross border traders. The Beitbridge border post, like all border posts, has multiple functions. As a territorial border post, it seeks to maintain the national sovereignty of the Zimbabwean nation- state, and it monitors and controls the movement of people and goods in both directions. Currently, it is doing so at a time when the vast majority of Zimbabweans are suffering from varying levels of economic insecurity. The extent to which these functions are performed, and the manner in which they are performed, depends fundamentally on what takes place at the Beitbridge border post. This refers to the performance of both human subjects (border control officers of various kinds) and inanimate objects (such as scanners and cameras), both of which enact agency. Combined with these is the agency of cross border traders, who are compelled to navigate their way in and through these dimensions of the border control system. The thesis examines this by drawing heavily upon Actor-Network Theory. It is based on research undertaken at Beitbridge border post, involving 50 interviews with primarily current and former border control officers as well as informal cross border traders. Findings of this study show that deficiencies in border control management and border porosity at Beitbridge have led to a flourishing of informal cross border trade and, in turn, contributed to economic security in Zimbabwe, including during the time of Covid-19. , Thesis (PhD) -- Faculty of Humanities, Sociology, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Nare, Hilary
- Date: 2022-10-14
- Subjects: Informal sector (Economics) Zimbabwe , South Africa Commerce Zimbabwe , Border security Zimbabwe , Economic security Zimbabwe , Beitbridge (Zimbabwe) , Zimbabwe Politics and government , Zimbabwe Economic conditions
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/365977 , vital:65807 , DOI https://doi.org/10.21504/10962/365977
- Description: Informal cross border trade is central to the lives of many Zimbabweans, with informal trade across the Zimbabwean-South African border being of particular importance. This entails travelling through the Beitbridge border post on the Zimbabwean side, with Zimbabwean informal traders purchasing items in South Africa for resale in Zimbabwe. In doing so, they contribute not only to their own economic security but likely to the economic security of other Zimbabweans deeply affected by the ongoing crisis in the country. Often times, when examining the lives of Zimbabwe’s informal traders, the border post is not subjected to sustained focus and analysis. Yet, border posts (like the Beitbridge border post) are complex social institutions which configure the lives and livelihoods of cross border traders in multiple ways, and which informal traders often have to negotiate their way through. In this context, this thesis provides a critical analysis of border control management at the Beitbridge border post with particular reference to the activities of Zimbabwean informal cross border traders. The Beitbridge border post, like all border posts, has multiple functions. As a territorial border post, it seeks to maintain the national sovereignty of the Zimbabwean nation- state, and it monitors and controls the movement of people and goods in both directions. Currently, it is doing so at a time when the vast majority of Zimbabweans are suffering from varying levels of economic insecurity. The extent to which these functions are performed, and the manner in which they are performed, depends fundamentally on what takes place at the Beitbridge border post. This refers to the performance of both human subjects (border control officers of various kinds) and inanimate objects (such as scanners and cameras), both of which enact agency. Combined with these is the agency of cross border traders, who are compelled to navigate their way in and through these dimensions of the border control system. The thesis examines this by drawing heavily upon Actor-Network Theory. It is based on research undertaken at Beitbridge border post, involving 50 interviews with primarily current and former border control officers as well as informal cross border traders. Findings of this study show that deficiencies in border control management and border porosity at Beitbridge have led to a flourishing of informal cross border trade and, in turn, contributed to economic security in Zimbabwe, including during the time of Covid-19. , Thesis (PhD) -- Faculty of Humanities, Sociology, 2022
- Full Text:
- Date Issued: 2022-10-14