Environmental governance, agency and multi-actor dynamics in Southern Africa
- Authors: Falayi, Menelisi
- Date: 2022-04-08
- Subjects: Environmental law South Africa , Environmental law Zimbabwe , Natural resources Management , Conservation of natural resources South Africa Eastern Cape , Natural resources Co-management South Africa Eastern Cape , Range policy South Africa Eastern Cape , Range management South Africa Eastern Cape , Forest reserves Law and legislation Zimbabwe , Agent (Philosophy)
- Language: English
- Type: Doctoral thesis , text
- Identifier: http://hdl.handle.net/10962/232355 , vital:49984 , DOI 10.21504/10962/232355
- Description: Natural resources have, since the beginning of time, played a central role in supporting human wellbeing. In southern Africa resource consumption has drastically increased over the past 50 years, resulting in biodiversity loss and land degradation. To reduce land degradation and biodiversity loss rates in the region, great emphasis has been placed on building effective governance structures that can deliver environmentally and socially sustainable outcomes. However, environmental governance continues to be a major challenge in the management and conservation of natural resources in the region. Thus, there is renewed scientific and policy interest in strengthening the capacity of governance systems. This thesis is timely; there is an increasing desire by policymakers and land users in the region to develop governance options that enhance multi-actor participation and collaboration. Therefore, this thesis explores the dynamics that influence the capacity of natural resource governance systems in southern Africa, predominately in Machubeni, South Africa (chapters 3 and 4) and in State forests in Zimbabwe (chapter 5). To achieve this aim, four stand-alone manuscripts that answer the following questions are included: 1. How have governance challenges manifested in natural resource management between 2010 and 2020 in southern Africa? 2. How were the governance objectives and attributes applied per historical period and what were the influencing drivers? a. What key drivers influenced rangeland condition over time in Machubeni? 3. How have multi-actor ties changed since the external investment in landscape governance and management in Machubeni, South Africa? 4. What role has agency played in the effectiveness of co-management initiatives in southern Africa? To answer the questions, I applied Bennett and Satterfield’s practical framework for understanding the objectives, attributes and elements of governance and Archer’s ii morphogenetic framework. The study employed a mixed-methods approach which included a scoping review methodology (chapter 2), household surveys, historical records, life history interviews, focus group discussions (chapters 3 and 4), social network analysis (chapter 4) and secondary data analysis (chapter 5). Results from the scoping review (chapter 2) show that research on governance challenges has not increased since 2010. Results suggest that governance challenges related to the maintenance of system integrity and functioning, specifically lack of coordination, accountability, skills, and resources to define effective natural resource management, were the most reported in the literature. Chapter 3 elucidates the importance of history in evaluating the application of governance objectives and rangeland condition in resource-poor areas. The results show that the residual impacts of the ‘ghost of environmental history’ still influence governance dynamics in Machubeni, South Africa. Furthermore, contemporary challenges are linked to history. Chapter 4 shows that transformative spaces enhance collaboration and knowledge sharing between land users, government, and researchers. Finally, chapter 5 employs the morphogenetic framework to assess how agency (the capacity of people and organisations to make choices and decisions about their lives) influenced the effectiveness of co-management initiatives in southern Africa. The results suggest that in attempts to shift governance towards greater effectiveness, more attention should be paid to building individual and group agency. Based on the results from the empirical chapters, the study identified three key focus areas that require more attention in order to build effective landscape governance and management in southern Africa:(i) acknowledging the role of historical legacies and context,(ii) building and developing agency, capacity and trust amongst actors and (iii) the development of sustainable landscape financing mechanisms that will enable governance systems to deliver socially and environmentally sustainable outcomes. , Ubutyebi bendalo buqhubekile budlala indima ebalulekileyo ekuxhaseni impilo-ntle yoluntu. Ngenxa yokubaluleka kobutyebi bendalo kubomi babantu, ukusetyenziswa kobutyebi kuye kwanda kakhulu kule minyaka eyi-50 idlulileyo, okubangela ulahleko lweentlobo-ntlobo yezityalo nezilwanyana eziphilayo kunye nokhukhuliseko komhlaba kumazantsi e-Afrika. Ukunciphisa ukhukhuliseko komhlaba kunye namazinga alahleko eentlobo-ntlobo zezityalo nezilwanyana eziphilayo kummandla, ugxininiso olukhulu luye lwabekwa ekwakhiweni kweziseko zolawulo ezisebenzayo ezinokuzisa iziphumo ezizinzileyo ngokwemeko yendalo nentlalo. Nangona kunjalo, ulawulo lwendalo lusaqhubeka lungumceli mngeni omkhulu kulawulo nolondolozo lobutyebi bendalo kulo mmandla. Ngoko ke, kukho umdla ohlaziyiweyo wenzululwazi nomgaqo-nkqubo ekomelezeni isakhono seenkqubo zolawulo. Le ithisisi ifike ngexesha kuba kukho umnqweno okhulayo kummandla ngabaqulunqi bomgaqo-nkqubo kunye nabasebenzisi bomhlaba ukuphuhlisa iinketho zolawulo eziphakamisa ukuthatha inxaxheba kwabantu abaninzi kunye nentsebenziswano. Ke ngoko, le ithisisi iphonononga izinto eziphembelela isakhono seenkqubo zolawulo lobutyebi bendalo kumazantsi eAfrika, ikakhulu eMachubeni, eMzantsi Afrika (isahluko 3 no 4) nakumahlathi kaRhulumente eZimbabwe (isahluko 5). Ukuphumeza le njongo, kufakwe layo: 1. Ibonakaliswe njani imiceli mngeni yolawulo kulawulo lwendalo phakathi ko-2010 no 2020 kumazantsi eAfrika? 2. Zeziphi injongo zolawulo kunye neempawu ezisetyenzisiweyo ngokwexesha lembali? a. Zeziphi ezona zinto eziqhuba phambili eziphembelele ukusetyenziswa kweenjongo zolawulo kunye neempawu ngokuhamba kwexesha? b. Zeziphi iindlela ezibalulekileyo ezichaphazele ngayo iimeko zamadlelo ekuhambeni kwexesha? 3. Atshintshe njani amakhonkco obudlelwane phakathi kwabathathi-nxaxheba ukusukela oko kutyalo-mali lwangaphandle kulawulo lobume bomhlaba eMachubeni, eMzantsi Afrika? 4. Yiyiphi indima edlalwe sisakhono sokwenza ukhetho kunye nezigqibo malunga nobomi bakho ekusebenzeni ngempumelelo kwamalinge olawulo ngokubambisana kumazantsi e-Afrika? Ukuphendula imibuzo, ndisebenzise isakhelo esisebenzayo sikaBennett kunye noSatterfield ukuqonda iinjongo kunye neempawu zolawulo kunye nesakhelo se-Archer's morphogenetic. Uphononongo lusebenzise iindlela ezixubeneyo ezibandakanya indlela yokuphonononga iincwadi zophando (isahluko 2), uphando lwamakhaya, iirekhodi zembali, udliwano-ndlebe lwembali yobomi, iingxoxo zeqela eligxininisiweyo (isahluko 3 kunye no 4), uhlalutyo lonxibelelwano nobudlelwane boluntu (isahluko 4) kunye nohlalutyo lwedatha ethathwe ngomnye umntu. (isahluko 5). Iziphumo ezivela kuphononongo lweencwadi zophando (isahluko 2) zibonakalisa ukuba uphando ngemiceli mngeni yolawulo alunyukanga ukusukela ngo-2010. Iziphumo zibonisa ukuba imiceli mngeni yolawulo enxulumene nokugcinwa kwemfezeko nokusebenza kwenkqubo, ngokukodwa ukungabikho kolungelelwaniso, uxanduva, izakhono, kunye nezibonelelo zokuchaza ulawulo lwemithombo yendalo olusebenzayo, yayiyeyona ichazwe kwiincwadi. Isahluko sesi-3 sicacisa ukubaluleka kwembali ekuvavanyeni ukusetyenziswa kweenjongo zolawulo kunye nemeko yemihlaba ekwiindawo ezihlwempuzekileyo ngezibonelelo. Iziphumo zibonisa ukuba uchaphazeleko oshiyekileyo we-‘ghost of environmental history’ zisenefuthe kulawulo lwenguquko eMachubeni, eMzantsi Afrika. Ngaphezu koko, imiceli mngeni yangoku inxulunyaniswa nembali. Isahluko sesi-4 sibonisa ukuba iindawo eziguqulayo ziphucula intsebenziswano nokwabelana ngolwazi phakathi kwabasebenzisi bomhlaba, urhulumente nabaphandi. Ekugqibeleni, isahluko sesi-5 sisebenzisa isakhelo se-morphogenetic ukuvavanya indlela isakhono sabantu kunye nemibutho sokwenza ukhetho kunye nezigqibo malunga nobomi babo ibe nefuthe ekusebenzeni kwamanyathelo olawulo ngokubambisana kumazantsi e-Afrika. Iziphumo zibonisa ukuba kwiinzame zokutshintsha ulawulo ukuze lusebenze kangangoko, ingqwalasela engaphezulu kufuneka ibekwe ekwakheni isakhono, somntu neseqela, sokwenza ukhetho kunye nezigqibo malunga nobomi babo. Ngokusekelwe kwiziphumo ezivela kwizahluko zobungqina, uphononongo luchonge imiba emithathu engundoqo ekugxilwe kuzo ezifuna ingqwalaselo ethe kratya ukuze kwakhiwe ulawulo lwemihlaba olusebenzayo kumazantsi e-Afrika. Ngokukodwa: (i) ukuqaphela indima yelifa lembali kunye nomxholo (ii) ukwakha nokuphuhlisa isakhono v sokwenza ukhetho kunye nezigqibo malunga nobomi, isakhono kunye nokuthembana phakathi kwabathathi-nxaxheba kunye (iii) nokuphuhliswa kweendlela ezizinzileyo zenkxaso-mali yendawo eziya kwenza ukuba iinkqubo zolawulo zinike iziphumo ezizinzileyo ngokwentlalo nendalo. , Thesis (PhD) -- Faculty of Science, Environmental Science, 2022
- Full Text:
- Date Issued: 2022-04-08
- Authors: Falayi, Menelisi
- Date: 2022-04-08
- Subjects: Environmental law South Africa , Environmental law Zimbabwe , Natural resources Management , Conservation of natural resources South Africa Eastern Cape , Natural resources Co-management South Africa Eastern Cape , Range policy South Africa Eastern Cape , Range management South Africa Eastern Cape , Forest reserves Law and legislation Zimbabwe , Agent (Philosophy)
- Language: English
- Type: Doctoral thesis , text
- Identifier: http://hdl.handle.net/10962/232355 , vital:49984 , DOI 10.21504/10962/232355
- Description: Natural resources have, since the beginning of time, played a central role in supporting human wellbeing. In southern Africa resource consumption has drastically increased over the past 50 years, resulting in biodiversity loss and land degradation. To reduce land degradation and biodiversity loss rates in the region, great emphasis has been placed on building effective governance structures that can deliver environmentally and socially sustainable outcomes. However, environmental governance continues to be a major challenge in the management and conservation of natural resources in the region. Thus, there is renewed scientific and policy interest in strengthening the capacity of governance systems. This thesis is timely; there is an increasing desire by policymakers and land users in the region to develop governance options that enhance multi-actor participation and collaboration. Therefore, this thesis explores the dynamics that influence the capacity of natural resource governance systems in southern Africa, predominately in Machubeni, South Africa (chapters 3 and 4) and in State forests in Zimbabwe (chapter 5). To achieve this aim, four stand-alone manuscripts that answer the following questions are included: 1. How have governance challenges manifested in natural resource management between 2010 and 2020 in southern Africa? 2. How were the governance objectives and attributes applied per historical period and what were the influencing drivers? a. What key drivers influenced rangeland condition over time in Machubeni? 3. How have multi-actor ties changed since the external investment in landscape governance and management in Machubeni, South Africa? 4. What role has agency played in the effectiveness of co-management initiatives in southern Africa? To answer the questions, I applied Bennett and Satterfield’s practical framework for understanding the objectives, attributes and elements of governance and Archer’s ii morphogenetic framework. The study employed a mixed-methods approach which included a scoping review methodology (chapter 2), household surveys, historical records, life history interviews, focus group discussions (chapters 3 and 4), social network analysis (chapter 4) and secondary data analysis (chapter 5). Results from the scoping review (chapter 2) show that research on governance challenges has not increased since 2010. Results suggest that governance challenges related to the maintenance of system integrity and functioning, specifically lack of coordination, accountability, skills, and resources to define effective natural resource management, were the most reported in the literature. Chapter 3 elucidates the importance of history in evaluating the application of governance objectives and rangeland condition in resource-poor areas. The results show that the residual impacts of the ‘ghost of environmental history’ still influence governance dynamics in Machubeni, South Africa. Furthermore, contemporary challenges are linked to history. Chapter 4 shows that transformative spaces enhance collaboration and knowledge sharing between land users, government, and researchers. Finally, chapter 5 employs the morphogenetic framework to assess how agency (the capacity of people and organisations to make choices and decisions about their lives) influenced the effectiveness of co-management initiatives in southern Africa. The results suggest that in attempts to shift governance towards greater effectiveness, more attention should be paid to building individual and group agency. Based on the results from the empirical chapters, the study identified three key focus areas that require more attention in order to build effective landscape governance and management in southern Africa:(i) acknowledging the role of historical legacies and context,(ii) building and developing agency, capacity and trust amongst actors and (iii) the development of sustainable landscape financing mechanisms that will enable governance systems to deliver socially and environmentally sustainable outcomes. , Ubutyebi bendalo buqhubekile budlala indima ebalulekileyo ekuxhaseni impilo-ntle yoluntu. Ngenxa yokubaluleka kobutyebi bendalo kubomi babantu, ukusetyenziswa kobutyebi kuye kwanda kakhulu kule minyaka eyi-50 idlulileyo, okubangela ulahleko lweentlobo-ntlobo yezityalo nezilwanyana eziphilayo kunye nokhukhuliseko komhlaba kumazantsi e-Afrika. Ukunciphisa ukhukhuliseko komhlaba kunye namazinga alahleko eentlobo-ntlobo zezityalo nezilwanyana eziphilayo kummandla, ugxininiso olukhulu luye lwabekwa ekwakhiweni kweziseko zolawulo ezisebenzayo ezinokuzisa iziphumo ezizinzileyo ngokwemeko yendalo nentlalo. Nangona kunjalo, ulawulo lwendalo lusaqhubeka lungumceli mngeni omkhulu kulawulo nolondolozo lobutyebi bendalo kulo mmandla. Ngoko ke, kukho umdla ohlaziyiweyo wenzululwazi nomgaqo-nkqubo ekomelezeni isakhono seenkqubo zolawulo. Le ithisisi ifike ngexesha kuba kukho umnqweno okhulayo kummandla ngabaqulunqi bomgaqo-nkqubo kunye nabasebenzisi bomhlaba ukuphuhlisa iinketho zolawulo eziphakamisa ukuthatha inxaxheba kwabantu abaninzi kunye nentsebenziswano. Ke ngoko, le ithisisi iphonononga izinto eziphembelela isakhono seenkqubo zolawulo lobutyebi bendalo kumazantsi eAfrika, ikakhulu eMachubeni, eMzantsi Afrika (isahluko 3 no 4) nakumahlathi kaRhulumente eZimbabwe (isahluko 5). Ukuphumeza le njongo, kufakwe layo: 1. Ibonakaliswe njani imiceli mngeni yolawulo kulawulo lwendalo phakathi ko-2010 no 2020 kumazantsi eAfrika? 2. Zeziphi injongo zolawulo kunye neempawu ezisetyenzisiweyo ngokwexesha lembali? a. Zeziphi ezona zinto eziqhuba phambili eziphembelele ukusetyenziswa kweenjongo zolawulo kunye neempawu ngokuhamba kwexesha? b. Zeziphi iindlela ezibalulekileyo ezichaphazele ngayo iimeko zamadlelo ekuhambeni kwexesha? 3. Atshintshe njani amakhonkco obudlelwane phakathi kwabathathi-nxaxheba ukusukela oko kutyalo-mali lwangaphandle kulawulo lobume bomhlaba eMachubeni, eMzantsi Afrika? 4. Yiyiphi indima edlalwe sisakhono sokwenza ukhetho kunye nezigqibo malunga nobomi bakho ekusebenzeni ngempumelelo kwamalinge olawulo ngokubambisana kumazantsi e-Afrika? Ukuphendula imibuzo, ndisebenzise isakhelo esisebenzayo sikaBennett kunye noSatterfield ukuqonda iinjongo kunye neempawu zolawulo kunye nesakhelo se-Archer's morphogenetic. Uphononongo lusebenzise iindlela ezixubeneyo ezibandakanya indlela yokuphonononga iincwadi zophando (isahluko 2), uphando lwamakhaya, iirekhodi zembali, udliwano-ndlebe lwembali yobomi, iingxoxo zeqela eligxininisiweyo (isahluko 3 kunye no 4), uhlalutyo lonxibelelwano nobudlelwane boluntu (isahluko 4) kunye nohlalutyo lwedatha ethathwe ngomnye umntu. (isahluko 5). Iziphumo ezivela kuphononongo lweencwadi zophando (isahluko 2) zibonakalisa ukuba uphando ngemiceli mngeni yolawulo alunyukanga ukusukela ngo-2010. Iziphumo zibonisa ukuba imiceli mngeni yolawulo enxulumene nokugcinwa kwemfezeko nokusebenza kwenkqubo, ngokukodwa ukungabikho kolungelelwaniso, uxanduva, izakhono, kunye nezibonelelo zokuchaza ulawulo lwemithombo yendalo olusebenzayo, yayiyeyona ichazwe kwiincwadi. Isahluko sesi-3 sicacisa ukubaluleka kwembali ekuvavanyeni ukusetyenziswa kweenjongo zolawulo kunye nemeko yemihlaba ekwiindawo ezihlwempuzekileyo ngezibonelelo. Iziphumo zibonisa ukuba uchaphazeleko oshiyekileyo we-‘ghost of environmental history’ zisenefuthe kulawulo lwenguquko eMachubeni, eMzantsi Afrika. Ngaphezu koko, imiceli mngeni yangoku inxulunyaniswa nembali. Isahluko sesi-4 sibonisa ukuba iindawo eziguqulayo ziphucula intsebenziswano nokwabelana ngolwazi phakathi kwabasebenzisi bomhlaba, urhulumente nabaphandi. Ekugqibeleni, isahluko sesi-5 sisebenzisa isakhelo se-morphogenetic ukuvavanya indlela isakhono sabantu kunye nemibutho sokwenza ukhetho kunye nezigqibo malunga nobomi babo ibe nefuthe ekusebenzeni kwamanyathelo olawulo ngokubambisana kumazantsi e-Afrika. Iziphumo zibonisa ukuba kwiinzame zokutshintsha ulawulo ukuze lusebenze kangangoko, ingqwalasela engaphezulu kufuneka ibekwe ekwakheni isakhono, somntu neseqela, sokwenza ukhetho kunye nezigqibo malunga nobomi babo. Ngokusekelwe kwiziphumo ezivela kwizahluko zobungqina, uphononongo luchonge imiba emithathu engundoqo ekugxilwe kuzo ezifuna ingqwalaselo ethe kratya ukuze kwakhiwe ulawulo lwemihlaba olusebenzayo kumazantsi e-Afrika. Ngokukodwa: (i) ukuqaphela indima yelifa lembali kunye nomxholo (ii) ukwakha nokuphuhlisa isakhono v sokwenza ukhetho kunye nezigqibo malunga nobomi, isakhono kunye nokuthembana phakathi kwabathathi-nxaxheba kunye (iii) nokuphuhliswa kweendlela ezizinzileyo zenkxaso-mali yendawo eziya kwenza ukuba iinkqubo zolawulo zinike iziphumo ezizinzileyo ngokwentlalo nendalo. , Thesis (PhD) -- Faculty of Science, Environmental Science, 2022
- Full Text:
- Date Issued: 2022-04-08
Neutral winds and tides over South Africa
- Authors: Ojo, Taiwo Theophilus
- Date: 2022-04-08
- Subjects: Atmospheric tides , Ionosondes , Fabry-Perot interferometers , Thermospheric winds , Servomechanisms , Climatology , Neutral winds , Horizontal Wind Model (HWM)
- Language: English
- Type: Doctoral thesis , text
- Identifier: http://hdl.handle.net/10962/232459 , vital:49993 , DOI 10.21504/10962/232459
- Description: This thesis presents the first results of a climatology of nighttime thermospheric neutral winds between February 2018 and January 2019 measured by a Fabry-Perot interferometer (FPI) in Sutherland, South Africa (32.2°S, 20.48°E; geomagnetic latitude: 40.7°S). This FPI measures the nighttime oxygen airglow emission at 630.0 nm, which has a peak intensity at an altitude of roughly 250 km. The performance of the Horizontal Wind Model (HWM14) was evaluated by comparing results from HWM14 with the FPI measurements. The results showed that the model had a better agreement with the measurements for meridional component compared to the zonal component. In addition, the HWM14 zonal wind consistently peaked several hours (~3 h) prior to the measured wind, creating what looks like a phase shift compared to the measured wind. An investigation of this apparent phase shift revealed it to be a consequence of a difference in phase shift of the terdiunal tide. Since ionosondes are more prolific with wider temporal and spatial coverage than FPIs, nighttime meridional winds aligned to the magnetic meridian were inferred from the peak height (hmF2) of ionospheric data taken from South Africa ionosonde network using the servo model during February 2018-June 2019. These were compared with FPI measured meridional wind and benchmarked with HWM14 and Magnetic mEridional NeuTrAl Thermospheric (MENTAT) model. The amplitudes and trends of the calculated meridional winds across all four ionosonde stations agreed relatively well with the observed data, especially during the summer months. Furthermore, the results confirmed that the ionosonde station located closest to the FPI, i.e. Hermanus station, had better agreement with measurements compared to the stations located at further distances. The extraction and analysis of atmospheric tides, namely the diurnal, semidiurnal, terdiurnal and 6-hour components from the FPI as well as the long-term tidal winds variations from the thermospheric wind measurements were investigated. The results showed that the semidiurnal peak mostly had the highest peak across all the months, indicating that the semidiurnal tides dominate the dynamic structure of the upper mesosphere at midlatitudes, consistent with previous observation over midlatitudes. Futhermore, the signature of the diurnal tide in the meridional (zonal) wind was stronger in winter (summer) and weaker in summer (winter). Also, semidiurnal tide didn't show any trend with season, while the terdiurnal tide was dominant in summer (zonal) and winter (meridional). Lastly, the 6 hour tide was detected intermittently during the period of the study and had the weakest signature (i.e. lowest amplitudes). , Thesis (PhD) -- Faculty of Science, Physics and Electronics, 2022
- Full Text:
- Date Issued: 2022-04-08
- Authors: Ojo, Taiwo Theophilus
- Date: 2022-04-08
- Subjects: Atmospheric tides , Ionosondes , Fabry-Perot interferometers , Thermospheric winds , Servomechanisms , Climatology , Neutral winds , Horizontal Wind Model (HWM)
- Language: English
- Type: Doctoral thesis , text
- Identifier: http://hdl.handle.net/10962/232459 , vital:49993 , DOI 10.21504/10962/232459
- Description: This thesis presents the first results of a climatology of nighttime thermospheric neutral winds between February 2018 and January 2019 measured by a Fabry-Perot interferometer (FPI) in Sutherland, South Africa (32.2°S, 20.48°E; geomagnetic latitude: 40.7°S). This FPI measures the nighttime oxygen airglow emission at 630.0 nm, which has a peak intensity at an altitude of roughly 250 km. The performance of the Horizontal Wind Model (HWM14) was evaluated by comparing results from HWM14 with the FPI measurements. The results showed that the model had a better agreement with the measurements for meridional component compared to the zonal component. In addition, the HWM14 zonal wind consistently peaked several hours (~3 h) prior to the measured wind, creating what looks like a phase shift compared to the measured wind. An investigation of this apparent phase shift revealed it to be a consequence of a difference in phase shift of the terdiunal tide. Since ionosondes are more prolific with wider temporal and spatial coverage than FPIs, nighttime meridional winds aligned to the magnetic meridian were inferred from the peak height (hmF2) of ionospheric data taken from South Africa ionosonde network using the servo model during February 2018-June 2019. These were compared with FPI measured meridional wind and benchmarked with HWM14 and Magnetic mEridional NeuTrAl Thermospheric (MENTAT) model. The amplitudes and trends of the calculated meridional winds across all four ionosonde stations agreed relatively well with the observed data, especially during the summer months. Furthermore, the results confirmed that the ionosonde station located closest to the FPI, i.e. Hermanus station, had better agreement with measurements compared to the stations located at further distances. The extraction and analysis of atmospheric tides, namely the diurnal, semidiurnal, terdiurnal and 6-hour components from the FPI as well as the long-term tidal winds variations from the thermospheric wind measurements were investigated. The results showed that the semidiurnal peak mostly had the highest peak across all the months, indicating that the semidiurnal tides dominate the dynamic structure of the upper mesosphere at midlatitudes, consistent with previous observation over midlatitudes. Futhermore, the signature of the diurnal tide in the meridional (zonal) wind was stronger in winter (summer) and weaker in summer (winter). Also, semidiurnal tide didn't show any trend with season, while the terdiurnal tide was dominant in summer (zonal) and winter (meridional). Lastly, the 6 hour tide was detected intermittently during the period of the study and had the weakest signature (i.e. lowest amplitudes). , Thesis (PhD) -- Faculty of Science, Physics and Electronics, 2022
- Full Text:
- Date Issued: 2022-04-08
The characterization of GTP Cyclohydrolase I and 6-Pyruvoyl Tetrahydropterin Synthase enzymes as potential anti-malarial drug targets
- Khairallah, Afrah Yousif Huseein
- Authors: Khairallah, Afrah Yousif Huseein
- Date: 2022-04-08
- Subjects: Antimalarials , Plasmodium falciparum , Malaria Chemotherapy , Malaria Africa , Drug resistance , Drug development , Molecular dynamics
- Language: English
- Type: Doctoral thesis , text
- Identifier: http://hdl.handle.net/10962/233784 , vital:50127 , DOI 10.21504/10962/233784
- Description: Malaria remains a public health problem and a high burden of disease, especially in developing countries. The unicellular protozoan malaria parasite of the genus Plasmodium infects about a quarter of a billion people annually, with an estimated 409 000 death cases. The majority of malaria cases occurred in Africa; hence, the region is regarded as endemic for malaria. Global efforts to eradicate the disease led to a decrease in morbidity and mortality rates. However, an enormous burden of malaria infection remains, and it cannot go unnoticed. Countries with limited resources are more affected by the disease, mainly on its public health and socio-economic development, due to many factors besides malaria itself, such as lack of access to adequate, affordable treatments and preventative regimes. Furthermore, the current antimalarial drugs are losing their efficacy because of parasite drug resistance. The emerged drug resistance has reduced the drug efficacy in clearing the parasite from the host system, causing prolonged illness and a higher risk of death. Therefore, the emerged antimalarial drug resistance has hindered the global efforts for malaria control and elimination and established an urgent need for new treatment strategies. When the resistance against classical antimalarial drugs emerged, the class of antifolate antimalarial medicines became the most common alternative. The antifolate antimalarial drugs target the malaria parasite de novo folate biosynthesis pathway by limiting folate derivates, which are essential for the parasite cell growth and survival. Yet again, the malaria parasite developed resistance against the available antifolate drugs, rendering the drugs ineffective in many cases. Given the previous success in targeting the malaria parasite de novo folate biosynthesis pathway, alternative enzymes within this pathway stand as good targets and can be explored to develop new antifolate drugs with novel mechanisms of action. The primary focus of this thesis is to contribute to the existing and growing knowledge of antimalarial drug discovery. The study aims to characterise the malaria parasite de novo folate synthesis pathway enzymes guanosine-5'-triphosphate (GTP) cyclohydrolase I (GCH1) and 6-pyruvoyl tetrahydropterin synthase (PTPS) as alternative drug targets for malaria treatment by using computational approaches. Further, discover new allosteric drug targeting sites within the two enzymes' 3D structures for future drug design and discovery. Sequence and structural analysis were carried out to characterise and pinpoint the two enzymes' unique sequence and structure-based features. From the analyses, key sequence and structure differences were identified between the malaria parasite enzymes relative to their human homolog; the identified sites can aid significantly in designing and developing new antimalarial antifolate drugs with good selectivity toward the parasites’ enzymes. GCH1 and PTPS contain a catalytically essential metal ion in their active site; therefore, force field parameters were needed to study their active sites accurately during all-atom molecular dynamic simulations (MD). The force field parameters were derived through quantum mechanics potential energy surface scans of the metals bonded terms and evaluated via all-atom MD simulations. Proteins structural dynamics is imperative for many biological processes; thus, it is essential to consider the structural dynamics of proteins whilst understanding their function. In this regard, the normal mode analysis (NMA) approach based on the elastic network model (ENM) was employed to study the intrinsic dynamics and conformations changes of GCH1 and PTPS enzymes. The NMA disclosed essential structural information about the protein’s intrinsic dynamics and mechanism of allosteric modulation of their binding properties, further highlighting regions that govern their conformational changes. The analysis also disclosed hotspot residues that are crucial for the proteins' fold stability and function. The NMA was further combined with sequence motif results and showed that conserved residues of GCH1 and PTPS were located within the identified key structural sites modulating the proteins' conformational rearrangement. The characterized structural features and hotspot residues were regarded as potential allosteric sites of important value for the design and development of allosteric drugs. Both GCH1 and PTPS enzymes have never been targeted before and can provide an excellent opportunity to overcome the antimalarial antifolate drug resistance problem. The data presented in this thesis contribute to the understanding of the sequence, structure, and global dynamics of both GCH1 and PTPS, further disclose potential allosteric drug targeting sites and unique structural features of both enzymes that can establish a solid starting point for drug design and development of new antimalarial drugs of a novel mechanism of actions. Lastly, the reported force field parameters will be of value for MD simulations for future in-silico drug discovery studies involving the two enzymes and other enzymes with the same Zn2+ binding motifs and coordination environments. The impact of this research can facilitate the discovery of new effective antimalarial medicines with novel mechanisms of action. , Thesis (PhD) -- Faculty of Science, Biochemistry and Microbiology, 2022
- Full Text:
- Date Issued: 2022-04-08
- Authors: Khairallah, Afrah Yousif Huseein
- Date: 2022-04-08
- Subjects: Antimalarials , Plasmodium falciparum , Malaria Chemotherapy , Malaria Africa , Drug resistance , Drug development , Molecular dynamics
- Language: English
- Type: Doctoral thesis , text
- Identifier: http://hdl.handle.net/10962/233784 , vital:50127 , DOI 10.21504/10962/233784
- Description: Malaria remains a public health problem and a high burden of disease, especially in developing countries. The unicellular protozoan malaria parasite of the genus Plasmodium infects about a quarter of a billion people annually, with an estimated 409 000 death cases. The majority of malaria cases occurred in Africa; hence, the region is regarded as endemic for malaria. Global efforts to eradicate the disease led to a decrease in morbidity and mortality rates. However, an enormous burden of malaria infection remains, and it cannot go unnoticed. Countries with limited resources are more affected by the disease, mainly on its public health and socio-economic development, due to many factors besides malaria itself, such as lack of access to adequate, affordable treatments and preventative regimes. Furthermore, the current antimalarial drugs are losing their efficacy because of parasite drug resistance. The emerged drug resistance has reduced the drug efficacy in clearing the parasite from the host system, causing prolonged illness and a higher risk of death. Therefore, the emerged antimalarial drug resistance has hindered the global efforts for malaria control and elimination and established an urgent need for new treatment strategies. When the resistance against classical antimalarial drugs emerged, the class of antifolate antimalarial medicines became the most common alternative. The antifolate antimalarial drugs target the malaria parasite de novo folate biosynthesis pathway by limiting folate derivates, which are essential for the parasite cell growth and survival. Yet again, the malaria parasite developed resistance against the available antifolate drugs, rendering the drugs ineffective in many cases. Given the previous success in targeting the malaria parasite de novo folate biosynthesis pathway, alternative enzymes within this pathway stand as good targets and can be explored to develop new antifolate drugs with novel mechanisms of action. The primary focus of this thesis is to contribute to the existing and growing knowledge of antimalarial drug discovery. The study aims to characterise the malaria parasite de novo folate synthesis pathway enzymes guanosine-5'-triphosphate (GTP) cyclohydrolase I (GCH1) and 6-pyruvoyl tetrahydropterin synthase (PTPS) as alternative drug targets for malaria treatment by using computational approaches. Further, discover new allosteric drug targeting sites within the two enzymes' 3D structures for future drug design and discovery. Sequence and structural analysis were carried out to characterise and pinpoint the two enzymes' unique sequence and structure-based features. From the analyses, key sequence and structure differences were identified between the malaria parasite enzymes relative to their human homolog; the identified sites can aid significantly in designing and developing new antimalarial antifolate drugs with good selectivity toward the parasites’ enzymes. GCH1 and PTPS contain a catalytically essential metal ion in their active site; therefore, force field parameters were needed to study their active sites accurately during all-atom molecular dynamic simulations (MD). The force field parameters were derived through quantum mechanics potential energy surface scans of the metals bonded terms and evaluated via all-atom MD simulations. Proteins structural dynamics is imperative for many biological processes; thus, it is essential to consider the structural dynamics of proteins whilst understanding their function. In this regard, the normal mode analysis (NMA) approach based on the elastic network model (ENM) was employed to study the intrinsic dynamics and conformations changes of GCH1 and PTPS enzymes. The NMA disclosed essential structural information about the protein’s intrinsic dynamics and mechanism of allosteric modulation of their binding properties, further highlighting regions that govern their conformational changes. The analysis also disclosed hotspot residues that are crucial for the proteins' fold stability and function. The NMA was further combined with sequence motif results and showed that conserved residues of GCH1 and PTPS were located within the identified key structural sites modulating the proteins' conformational rearrangement. The characterized structural features and hotspot residues were regarded as potential allosteric sites of important value for the design and development of allosteric drugs. Both GCH1 and PTPS enzymes have never been targeted before and can provide an excellent opportunity to overcome the antimalarial antifolate drug resistance problem. The data presented in this thesis contribute to the understanding of the sequence, structure, and global dynamics of both GCH1 and PTPS, further disclose potential allosteric drug targeting sites and unique structural features of both enzymes that can establish a solid starting point for drug design and development of new antimalarial drugs of a novel mechanism of actions. Lastly, the reported force field parameters will be of value for MD simulations for future in-silico drug discovery studies involving the two enzymes and other enzymes with the same Zn2+ binding motifs and coordination environments. The impact of this research can facilitate the discovery of new effective antimalarial medicines with novel mechanisms of action. , Thesis (PhD) -- Faculty of Science, Biochemistry and Microbiology, 2022
- Full Text:
- Date Issued: 2022-04-08
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
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
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- Date Issued: 2022-04-08
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