Co-management, land rights, and conflicts around South Africa’s Silaka Nature Reserve
- Thondhlana, Gladman, Cundill, Georgina, Kepe, Thembele
- Authors: Thondhlana, Gladman , Cundill, Georgina , Kepe, Thembele
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67781 , vital:29144 , https://doi.org/10.1080/08941920.2015.1089609
- Description: Publisher version , Globally, co-management of protected areas (PAs) offers promise in efforts to achieve ecological integrity and livelihood needs. Most co-management agreements are premised on joint decision making in defining equitable sharing of benefits from and the management responsibilities for natural resource management. However, co-managed PAs are often conflict ridden. The forceful closure of Silaka Nature Reserve in South Africa in 2013 by a local community epitomizes the conflicts that can emerge in co-management arrangements. Using Silaka Reserve as a case study, we ask questions related to the meaning of land to local people, with an interrogative focus beyond “material benefits” in co-management discourse. The results of this study show that apart from nonaccrual of material benefits, conflicts arise from nonrecognition of nonmaterial aspects such as cultural values of and historical attachment to land and limited involvement of land claimants in decision making. The implications for co-management as a desired outcome on settled land claims are discussed.
- Full Text: false
- Date Issued: 2016
- Authors: Thondhlana, Gladman , Cundill, Georgina , Kepe, Thembele
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67781 , vital:29144 , https://doi.org/10.1080/08941920.2015.1089609
- Description: Publisher version , Globally, co-management of protected areas (PAs) offers promise in efforts to achieve ecological integrity and livelihood needs. Most co-management agreements are premised on joint decision making in defining equitable sharing of benefits from and the management responsibilities for natural resource management. However, co-managed PAs are often conflict ridden. The forceful closure of Silaka Nature Reserve in South Africa in 2013 by a local community epitomizes the conflicts that can emerge in co-management arrangements. Using Silaka Reserve as a case study, we ask questions related to the meaning of land to local people, with an interrogative focus beyond “material benefits” in co-management discourse. The results of this study show that apart from nonaccrual of material benefits, conflicts arise from nonrecognition of nonmaterial aspects such as cultural values of and historical attachment to land and limited involvement of land claimants in decision making. The implications for co-management as a desired outcome on settled land claims are discussed.
- Full Text: false
- Date Issued: 2016
Students’ reception of peer assessment of group-work contributions: problematics in terms of race and gender emerging from a South African case study
- Thondhlana, Gladman, Belluigi, Dina Z
- Authors: Thondhlana, Gladman , Belluigi, Dina Z
- Date: 2016
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59784 , vital:27649 , https://doi.org/10.1080/02602938.2016.1235133
- Description: Participatory assessment is increasingly employed in higher education worldwide as a formative mechanism to support students’ active learning. But do students in an increasingly relationally diverse environment perceive that peer assessment of individuals’ contributions to group-work tasks enhances their learning? Recognising the impact of students’ conceptions on the quality of their learning, this study considers students’ perspectives of peer assessment of group-work contributions at a South African university. Questionnaires elicited students’ perspectives of and general attitudes towards assessment of and by their peers. A growing measure of discontent with the process of assessing peer contributions to group tasks emerged, including actual and perceived racial and gender stereotyping, and related rejection-sensitivity. These initial findings were checked against the students’ experiences in a report-and-respond process that enabled probing discussions of the interpretations. This paper examines and explores the implications of such identifications and receptions for learning engagement and group-work curriculum development in the context of a rapidly transforming higher education sector.
- Full Text: false
- Date Issued: 2016
- Authors: Thondhlana, Gladman , Belluigi, Dina Z
- Date: 2016
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59784 , vital:27649 , https://doi.org/10.1080/02602938.2016.1235133
- Description: Participatory assessment is increasingly employed in higher education worldwide as a formative mechanism to support students’ active learning. But do students in an increasingly relationally diverse environment perceive that peer assessment of individuals’ contributions to group-work tasks enhances their learning? Recognising the impact of students’ conceptions on the quality of their learning, this study considers students’ perspectives of peer assessment of group-work contributions at a South African university. Questionnaires elicited students’ perspectives of and general attitudes towards assessment of and by their peers. A growing measure of discontent with the process of assessing peer contributions to group tasks emerged, including actual and perceived racial and gender stereotyping, and related rejection-sensitivity. These initial findings were checked against the students’ experiences in a report-and-respond process that enabled probing discussions of the interpretations. This paper examines and explores the implications of such identifications and receptions for learning engagement and group-work curriculum development in the context of a rapidly transforming higher education sector.
- Full Text: false
- Date Issued: 2016
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