Urban agriculture: advocacy and practice: a discursive study with particular reference to three Eastern Cape centres
- Authors: Webb, Nigel Leigh
- Date: 1997
- Subjects: Urban agriculture -- South Africa -- Eastern Cape Land use, Urban -- South Africa -- Eastern Cape Agriculture -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2095 , http://hdl.handle.net/10962/d1002658
- Description: The purpose of this thesis is to explain the continued advocacy of 'urban agriculture' (UA) in the literature in the face of the seemingly modest role played by cultivation in practice. The analytical framework adopted isrthat of discourse, the theoretical underpinnings of which are derived from the early works of Foucault, and applications such as those of Escobar (1989; 1991) and Ferguson (1990). Using a discursive orientation involves two main tasks - an explanation of how 'UA' has gained some prominence and the man~er in which its currency is able to be maintained. The investigation included an in-depth analysis of the literature and empirical research in th!"e~Eastern Cape centres. The function of the empirical findings is to expose the discourse, as well as to extend the empirical base relating to 'urban agricultural' research in general. The thesis suggests that the growth in interest in 'UA' is a result of a Foucaultian "gap" opening in the discourse. Changes in the conceptualisation of development, the rise-in prominence of the urban poor and emerging ecodevelopment views, among others, have given proponents of "UA' greater room for manoeuvre. However, most case studies promote 'UA' despite providing little evidence of its role in household welfare. The way the discourse maintains its' currency is in the manner in which the objects of 'UA' are constituted. Firstly, the people are characterised as poor, largely divorced from their rural origins, and mainly female. Each of these assertions is questioned on the basis of the literature itself and the empirical findings. Secondly, in the practice of cultivation, emphasis is placed on the inputs used, and the crops that are produced. The treatment of both the inputs and the crops by the literature is cursory. Investigations show that land availability, garden size and irrigation water are e~pecially problematic and vegetable consumption remains low. Four types of alleged benefit associated with 'UA' are analysed - environmental and ecological, psychological and social, financial, and nutritional. In each case commonly held assumptions are undermined by closer investigation. Thus, the thesis contends that the role played by cultivation is a modest one. Most of the claims made on behalf of 'UA' are more congruent with development discourse than actual cultivation practice.
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- Date Issued: 1997
An empirical phenomenological investigation of procrastinating behaviour
- Authors: Barratt, Neal Anthony
- Date: 2010
- Subjects: Procrastination Self-actualization (Psychology) Cognitive psychology
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2929 , http://hdl.handle.net/10962/d1002438
- Description: A qualitative empirical phenomenological study was undertaken to determine the self-experience of procrastinating behaviour. Five students each gave an account of an occasion when they procrastinated. The resultant protocols were analysed and the Situated Structure of each individual’s experience was reported. From these, the General Structure of procrastinating behaviour was determined. A further, novel step was added to the standard methodology, whereby ‘themes’ were extracted from participant protocols and a ‘Composite Reality’ of everyday-life procrastination was rendered. Participants’ accounts suggest they are concerned the results of intellectual tasks they undertake will be seen as equivalent to their quality of being-as-an-individual: poor work results will be interpreted by important-others as evidence of participants’ poor quality of self – which is to be avoided. This study suggests that procrastination is a ploy used by individuals to avoid criticism, by deflecting assessment of their capacity to complete a task well, to instead, what they are capable of when only a limited time is available. Conclusions drawn by the important-others of participants’ true ability are thereby confounded. The results achieved in the phenomenological study were compared with others originating from various quantitative studies, and considerable overlap was found. The experiential richness of the phenomenological results point to a worthwhile methodological strategy for future procrastination research.
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- Date Issued: 2010
The supervisor’s tale: postgraduate supervisors’ experiences in a changing Higher Education environment
- Authors: Searle, Ruth Lesley
- Date: 2015
- Subjects: Graduate students -- Supervision of -- South Africa , Education, Higher -- South Africa , Educational change -- South Africa , Archer, Margaret Scotford -- Political and social views , Critical realism , Knowledge, Sociology of , Dissertations, Academic , Faculty advisors -- South Africa , Education -- Study and teaching (Graduate) -- South Africa , Universities and colleges -- Graduate work
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1331 , http://hdl.handle.net/10962/d1019952
- Description: The environment in which higher education institutions operate is changing, and these changes are impacting on all aspects of higher education, including postgraduate levels. Changes wrought by globalisation, heralded by rapid advances in technology have inaugurated a new era in which there are long term consequences for higher education. The shift towards more quantitative and measurable "outputs" signifies a fundamental change in the educational ethos in institutions. Effectiveness is now judged primarily on numbers of graduates and publications rather than on other aspects. The drive is to produce a highly educated population, especially through increasing postgraduates who can drive national innovation and improve national economies. This affects academics in a range of ways, not least in the ways in which they engage in teaching, what they are willing to do and how they do it. Such changes influence the kinds of research done, the structures and funding which support research, and thus naturally shapes the kinds of postgraduate programmes and teaching that occurs. This study, situated in the field of Higher Education Studies, adopting a critical realist stance and drawing on the social theory of Margaret Archer and the concepts of expert and novice, explores the experiences of postgraduate supervisors from one South African institution across a range of disciplines. Individual experiences at the level of the Empirical and embodied in practice at the level of the Actual allow for the identification of possible mechanisms at the level of the Real which structure the sector. The research design then allows for an exploration across mezzo, macro and micro levels. Individuals outline their own particular situations, identifying a number of elements which enabled or constrained them and how, in exercising their agency, they develop their strategies for supervision drawing on a range of different resources that they identify and that may be available to them. Student characteristics, discipline status and placement, funding, and the emergent policy environment are all identified as influencing their practice. In some instances supervisors recognise the broader influences on the system that involve them in their undertaking, noting the international trends. Through their narratives and the discourses they engage a number of contradictions that have developed in the system with growing neo-liberal trends and vocationalism highlighting tensions between academic freedom and autonomy, and demands for productivity, efficiency and compliance, and between an educational focus and a training bias in particular along with others. Especially notable is how this contributes to the current ideologies surrounding knowledge and knowledge production. Their individual interests and concerns, and emergent academic identities as they take shape over time, also modifies the process and how individual supervisors influence their own environments in agentic moves becomes apparent. Whilst often individuals highlight the lack of support especially in the early phases of supervision, the emergent policy-constrained environment is also seen as curtailing possibilities and especially in limiting the possibilities for the exercise of agency. Whilst the study has some limitations in the range and number of respondents nevertheless the data provided rich evidence of how individual supervisors are affected, and how they respond in varied conditions. What is highlighted through these experiences are ways pressures are increasing for both supervisors and students and changing how they engage. Concerns in particular are raised about the growing functional and instrumental nature of the process with an emphasis on the effects on the kinds of researchers being developed and the knowledge that is therefore being produced. As costs increase for academics through the environments developed and with the varied roles they take on so they become more selective and reluctant to expand the role. This research has provided insights into ideas, beliefs and values relating to the postgraduate sector and to the process of postgraduate supervision and how it occurs. This includes the structures and cultural conditions that enable or constrain practitioners as they develop in the role in this particular institution. It has explored some of the ways that mechanisms at international, national and institutional levels shape the role and practices of supervisors. The effects of mechanisms are in no way a given or simply understood. In this way the research may contribute to more emancipatory knowledge which could be used in planning and deciding on emergent policies and practices which might create a more supportive and creative postgraduate environment.
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- Date Issued: 2015