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
Conceptualising an epistemically diverse curriculum for a course for academic developers
- Quinn, Lynn, Vorster, Jo-Anne
- Authors: Quinn, Lynn , Vorster, Jo-Anne
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66601 , vital:28970 , https://dx.doi.org/10.20853/30-6-717
- Description: Pre-print , In this conceptual article we use Luckett’s model for an epistemically diverse curriculum, Kitchener’s levels of cognition and Maton’s concepts of knowledge and knowers to analyse a curriculum of a postgraduate diploma in higher education specifically for academic developers. We describe three meta-level frameworks which we offer to our participants to make explicit the pedagogy of the course. Our main argument is that a course which prepares participants to practise in the complex contemporary higher education context requires them to engage with specific kinds of knowledge, ways of thinking and ways of being so that they can contribute towards addressing the numerous and vexing teaching and learning challenges in their institutional contexts. We argue that analyses such as these help to make explicit the organising principles of a curriculum to the curriculum designers themselves who are then able to use the insights to strengthen the design, pedagogy and assessment of their courses. Keywords: academic development, pedagogy.
- Full Text:
- Date Issued: 2016
- Authors: Quinn, Lynn , Vorster, Jo-Anne
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66601 , vital:28970 , https://dx.doi.org/10.20853/30-6-717
- Description: Pre-print , In this conceptual article we use Luckett’s model for an epistemically diverse curriculum, Kitchener’s levels of cognition and Maton’s concepts of knowledge and knowers to analyse a curriculum of a postgraduate diploma in higher education specifically for academic developers. We describe three meta-level frameworks which we offer to our participants to make explicit the pedagogy of the course. Our main argument is that a course which prepares participants to practise in the complex contemporary higher education context requires them to engage with specific kinds of knowledge, ways of thinking and ways of being so that they can contribute towards addressing the numerous and vexing teaching and learning challenges in their institutional contexts. We argue that analyses such as these help to make explicit the organising principles of a curriculum to the curriculum designers themselves who are then able to use the insights to strengthen the design, pedagogy and assessment of their courses. Keywords: academic development, pedagogy.
- Full Text:
- Date Issued: 2016
Decoupled reciprocal subsidies of biomass and fatty acids in fluxes of invertebrates between a temperate river and the adjacent land:
- Moyo, Sydney, Chari, Lenin D, Villet, Martin H, Richoux, Nicole B
- Authors: Moyo, Sydney , Chari, Lenin D , Villet, Martin H , Richoux, Nicole B
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/140843 , vital:37923 , DOI: 10.1007/s00027-017-0529-0
- Description: Streams and riparian areas are tightly coupled through reciprocal trophic subsidies, and there is evidence that these subsidies affect consumers in connected ecosystems. Most studies of subsidies consider only their quantity and not their quality. We determined the bidirectional exchange of organisms between the Kowie River and its riparian zone in South Africa using floating pyramidal traps (to measure insect emergence) and pan traps (to capture infalling invertebrates).
- Full Text:
- Date Issued: 2017
- Authors: Moyo, Sydney , Chari, Lenin D , Villet, Martin H , Richoux, Nicole B
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/140843 , vital:37923 , DOI: 10.1007/s00027-017-0529-0
- Description: Streams and riparian areas are tightly coupled through reciprocal trophic subsidies, and there is evidence that these subsidies affect consumers in connected ecosystems. Most studies of subsidies consider only their quantity and not their quality. We determined the bidirectional exchange of organisms between the Kowie River and its riparian zone in South Africa using floating pyramidal traps (to measure insect emergence) and pan traps (to capture infalling invertebrates).
- Full Text:
- Date Issued: 2017
Influences on the struggle over content: considering two fine art studio practice curricula in developing/ed contexts
- Authors: Belluigi, Dina Z
- Date: 2016
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59809 , vital:27653 , http://dx.doi.org/10.1080/13562517.2016.1183617
- Description: This paper considers the influences of curricula content on the nuances of teaching and learning practices, and the ways in such influences are complicated by the contexts within which they are situated. Generated data from within the particularity of two fine art schools, one operating from the developed world in the global ‘north’ and another the developing world in the ‘south’, considers how they have negotiated the contemporary push from the professional community of practice, led by ‘western’ artmaking, towards the discourse-interest of contextualism in fine art practice education, compared to the focus on skills and mastery of more out-dated formalism. Particular emphasis is placed on the significance of such influences and pressures on the structures and cultures of teaching and learning.
- Full Text: false
- Date Issued: 2016
- Authors: Belluigi, Dina Z
- Date: 2016
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59809 , vital:27653 , http://dx.doi.org/10.1080/13562517.2016.1183617
- Description: This paper considers the influences of curricula content on the nuances of teaching and learning practices, and the ways in such influences are complicated by the contexts within which they are situated. Generated data from within the particularity of two fine art schools, one operating from the developed world in the global ‘north’ and another the developing world in the ‘south’, considers how they have negotiated the contemporary push from the professional community of practice, led by ‘western’ artmaking, towards the discourse-interest of contextualism in fine art practice education, compared to the focus on skills and mastery of more out-dated formalism. Particular emphasis is placed on the significance of such influences and pressures on the structures and cultures of teaching and learning.
- Full Text: false
- Date Issued: 2016
Reflections on Teaching Africa in South Africa:
- Authors: Matthews, Sally
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/142235 , vital:38061 , DOI: 10.1111/1467-9256.12107
- Description: This article draws on the author’s experience of teaching African Studies to undergraduate South African students in order to reflect on some of the key challenges facing teachers of African Studies, both in South Africa and beyond. In particular, it discusses challenges relating to teaching a field as contested as African Studies, looking at whether teaching African alternatives to mainstream African politics is helpful and at whether and how one can teach Africa in a way that encourages and develops critical thinking. The article also explores how the racial politics of the context in which one teaches African Studies inevitably affects the way in which students engage with the content of the course. While the article discusses these issues in relation to the South African higher education context in particular, implications for other contexts are also highlighted.
- Full Text:
- Date Issued: 2016
- Authors: Matthews, Sally
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/142235 , vital:38061 , DOI: 10.1111/1467-9256.12107
- Description: This article draws on the author’s experience of teaching African Studies to undergraduate South African students in order to reflect on some of the key challenges facing teachers of African Studies, both in South Africa and beyond. In particular, it discusses challenges relating to teaching a field as contested as African Studies, looking at whether teaching African alternatives to mainstream African politics is helpful and at whether and how one can teach Africa in a way that encourages and develops critical thinking. The article also explores how the racial politics of the context in which one teaches African Studies inevitably affects the way in which students engage with the content of the course. While the article discusses these issues in relation to the South African higher education context in particular, implications for other contexts are also highlighted.
- Full Text:
- 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
The complex immunological and inflammatory network of adipose tissue in obesity
- Apostolopoulos, Vasso, De Courten, Maximilian P J, Stojanovska, Lily, Blatch, Gregory L, Tangalakis, Kathy, De Courten, Barbora
- Authors: Apostolopoulos, Vasso , De Courten, Maximilian P J , Stojanovska, Lily , Blatch, Gregory L , Tangalakis, Kathy , De Courten, Barbora
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66120 , vital:28905 , https://doi.org/10.1002/mnfr.201500272
- Description: publisher version , A number of approaches have been utilized in the prevention, management, and treatment of obesity, including, surgery, medication, diet, exercise, and overall lifestyle changes. Despite these interventions, the prevalence of obesity and the various disorders related to it is growing. In obesity, there is a constant state of chronic low‐grade inflammation which is characterized by activation and infiltration of pro‐inflammatory immune cells and a dysregulated production of high levels of pro‐inflammatory cytokines. This pro‐inflammatory milieu contributes to insulin resistance, type‐2 diabetes, cardiovascular disease, and other related co‐morbidities. The roles of the innate (macrophages, neutrophils, eosinophils, mast cells, NK cells, MAIT cells) and the adaptive (CD4 T cells, CD8 T cells, regulatory T cells, and B cells) immune responses and the roles of adipokines and cytokines in adipose tissue inflammation and obesity are discussed. An understanding of the crosstalk between the immune system and adipocytes may shed light in better treatment modalities for obesity and obesity‐related diseases.
- Full Text: false
- Date Issued: 2016
- Authors: Apostolopoulos, Vasso , De Courten, Maximilian P J , Stojanovska, Lily , Blatch, Gregory L , Tangalakis, Kathy , De Courten, Barbora
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66120 , vital:28905 , https://doi.org/10.1002/mnfr.201500272
- Description: publisher version , A number of approaches have been utilized in the prevention, management, and treatment of obesity, including, surgery, medication, diet, exercise, and overall lifestyle changes. Despite these interventions, the prevalence of obesity and the various disorders related to it is growing. In obesity, there is a constant state of chronic low‐grade inflammation which is characterized by activation and infiltration of pro‐inflammatory immune cells and a dysregulated production of high levels of pro‐inflammatory cytokines. This pro‐inflammatory milieu contributes to insulin resistance, type‐2 diabetes, cardiovascular disease, and other related co‐morbidities. The roles of the innate (macrophages, neutrophils, eosinophils, mast cells, NK cells, MAIT cells) and the adaptive (CD4 T cells, CD8 T cells, regulatory T cells, and B cells) immune responses and the roles of adipokines and cytokines in adipose tissue inflammation and obesity are discussed. An understanding of the crosstalk between the immune system and adipocytes may shed light in better treatment modalities for obesity and obesity‐related diseases.
- Full Text: false
- Date Issued: 2016
Towards a framework for assessing the sustainability of local economic development based on natural resources: honeybush tea in the Eastern Cape Province of South Africa
- Polak, James, Snowball, Jeanette D
- Authors: Polak, James , Snowball, Jeanette D
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/69201 , vital:29445 , https://doi.org/10.1080/13549839.2016.1196348
- Description: Despite the popularity of local economic development (LED) as a job creation and economic growth strategy in South Africa, many LED projects have not proved to be sustainable in the long-run, especially where human systems interact with biological ones. This article examines the relationship between sustainability and LED within the context of the emerging honeybush tea industry in the Eastern Cape. Data were gathered from provincial as well as local government policy documents and reports, and via key informant interviews. The data were analysed using Connelly’s [(2007). Mapping sustainable development as a contested concept. Local Environment, 12 (3), 259–278] three pronged approach to sustainable development as a lens through which to view the local industry. Findings showed that the industry offers many opportunities for development, including job creation in poorer, rural households; sustainable wild harvesting using a permit system; commercial cultivation; potential to develop social capital; potential for community-based LED; and product diversification. However, there are also corresponding challenges: There is currently no reliable data on the maximum sustainable yield, which is needed to guide quota allocations for entrepreneurial harvesters harvesting from wild stocks; possible biodiversity loss; and enforcing the permit scheme is proving difficult in remote rural areas.
- Full Text: false
- Date Issued: 2017
- Authors: Polak, James , Snowball, Jeanette D
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/69201 , vital:29445 , https://doi.org/10.1080/13549839.2016.1196348
- Description: Despite the popularity of local economic development (LED) as a job creation and economic growth strategy in South Africa, many LED projects have not proved to be sustainable in the long-run, especially where human systems interact with biological ones. This article examines the relationship between sustainability and LED within the context of the emerging honeybush tea industry in the Eastern Cape. Data were gathered from provincial as well as local government policy documents and reports, and via key informant interviews. The data were analysed using Connelly’s [(2007). Mapping sustainable development as a contested concept. Local Environment, 12 (3), 259–278] three pronged approach to sustainable development as a lens through which to view the local industry. Findings showed that the industry offers many opportunities for development, including job creation in poorer, rural households; sustainable wild harvesting using a permit system; commercial cultivation; potential to develop social capital; potential for community-based LED; and product diversification. However, there are also corresponding challenges: There is currently no reliable data on the maximum sustainable yield, which is needed to guide quota allocations for entrepreneurial harvesters harvesting from wild stocks; possible biodiversity loss; and enforcing the permit scheme is proving difficult in remote rural areas.
- Full Text: false
- Date Issued: 2017
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