Reimagining Culture and Creative Industries: Developing Career Connected Pathways
- Authors: Macklin, Scott
- Date: 2022-04
- Subjects: Critical realism , Sustainable development , Cultural industries
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/57726 , vital:58227
- Description: Culture and Creative Industries (CCI) have an enormous potential to impact society’s socio-economic development. The approach of this study argues for the possibility of developing progressive social transformation and stands in distinction to those who argue against this possibility and casts doubt on the concept of development entirely. This study offers a hopeful alternative path navigating through overly optimistic and cynical viewpoints in the concept of a CCI ecosystem. The intent is to shift the discourse to consider creativity and culture as contributing to cross-sector dialogue and understanding, as well as allowing participants to take charge of their own development and providing the foundation for inclusive and sustainable capacity building and innovative progress. This study makes the development case that co-creating staged generative pathways with participants is critical for shifting societal circumstances away from “extractive” processes and towards more “complementary” actions leading to a desired state of inclusive well-being. Furthermore, it contends that scholarship that views Culture and Creative Industries (CCI) as self-contained or apart from the economy and society is ineffective. Due to its multi-sector, emergent and complex nature, a mixed methods research strategy drawing upon Margaret Archer's (1995) Morphogenetic Approach rooted in the Critical Realist meta-theory, was used in this research. Data was gathered and mined from a citywide situational survey, semi-structured questionnaires and co-sector focus group sessions. Transformative Scenario Planning (Kahane, 2012) was implemented to articulate a cross-sector and co-created account of the make-up, actions, and interrelationships of the facets and mechanisms that are responsible for shaping CCI as a significant contributor to a desired quality of life and well-being of a community. This research study sought to understand how, for whom, when and in what ways the powers, liabilities, dispositions, and resources found in the creative sector can be understood to raise engagement and strengthen the results of socio-economic initiatives. It is limited to a situational analysis of CCI in Seattle, Washington. ix Based on the findings, a case for capacity building through integrated career-connected learning pathways has been created and offered as a research-informed, adaptable, and adoptable Creative Exchange Learning Co-Lab (CELCL) curriculum. This staged development process is designed whereby the implications for individual and organisational revitalisation are intended to occur simultaneously. Creative actions, cultural expressions, learning opportunities, and business strategies are exposed, and opportunities arise through this collaborative development process, engaging transformative actions that generate activity around the needs, assets, and interests of particular communities of practice in Seattle. It is recommended that this process be implemented in order to move towards a more sustainable, connected, and equitable CCI ecosystem. , Thesis (MA) -- Faculty of Business and Economic science, 2022
- Full Text:
- Date Issued: 2022-04
- Authors: Macklin, Scott
- Date: 2022-04
- Subjects: Critical realism , Sustainable development , Cultural industries
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/57726 , vital:58227
- Description: Culture and Creative Industries (CCI) have an enormous potential to impact society’s socio-economic development. The approach of this study argues for the possibility of developing progressive social transformation and stands in distinction to those who argue against this possibility and casts doubt on the concept of development entirely. This study offers a hopeful alternative path navigating through overly optimistic and cynical viewpoints in the concept of a CCI ecosystem. The intent is to shift the discourse to consider creativity and culture as contributing to cross-sector dialogue and understanding, as well as allowing participants to take charge of their own development and providing the foundation for inclusive and sustainable capacity building and innovative progress. This study makes the development case that co-creating staged generative pathways with participants is critical for shifting societal circumstances away from “extractive” processes and towards more “complementary” actions leading to a desired state of inclusive well-being. Furthermore, it contends that scholarship that views Culture and Creative Industries (CCI) as self-contained or apart from the economy and society is ineffective. Due to its multi-sector, emergent and complex nature, a mixed methods research strategy drawing upon Margaret Archer's (1995) Morphogenetic Approach rooted in the Critical Realist meta-theory, was used in this research. Data was gathered and mined from a citywide situational survey, semi-structured questionnaires and co-sector focus group sessions. Transformative Scenario Planning (Kahane, 2012) was implemented to articulate a cross-sector and co-created account of the make-up, actions, and interrelationships of the facets and mechanisms that are responsible for shaping CCI as a significant contributor to a desired quality of life and well-being of a community. This research study sought to understand how, for whom, when and in what ways the powers, liabilities, dispositions, and resources found in the creative sector can be understood to raise engagement and strengthen the results of socio-economic initiatives. It is limited to a situational analysis of CCI in Seattle, Washington. ix Based on the findings, a case for capacity building through integrated career-connected learning pathways has been created and offered as a research-informed, adaptable, and adoptable Creative Exchange Learning Co-Lab (CELCL) curriculum. This staged development process is designed whereby the implications for individual and organisational revitalisation are intended to occur simultaneously. Creative actions, cultural expressions, learning opportunities, and business strategies are exposed, and opportunities arise through this collaborative development process, engaging transformative actions that generate activity around the needs, assets, and interests of particular communities of practice in Seattle. It is recommended that this process be implemented in order to move towards a more sustainable, connected, and equitable CCI ecosystem. , Thesis (MA) -- Faculty of Business and Economic science, 2022
- Full Text:
- Date Issued: 2022-04
Social-ecological resilience for well-being : a critical realist case study of Boksburg Lake, South Africa
- Authors: Fox, Helen Elizabeth
- Date: 2015
- Subjects: Boksburg Lake and Wetland project , Reservoirs -- South Africa -- Boksburg , Water -- Pollution -- South Africa -- Boksburg , Human ecology -- South Africa -- Boksburg , Social learning -- South Africa -- Boksburg , Critical realism
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:6048 , http://hdl.handle.net/10962/d1017872
- Description: This thesis is based on a case study of the degraded Boksburg Lake social-ecological system and an environmental education initiative that aimed to support its transformation. This initiative aimed to involve local people in reclaiming the lake’s social and ecological value, through a process of collectively reimagining possibilities, shaping identities, gaining knowledge and developing local human agency. The focus was on social learning processes in schools and churches to explore opportunities for co-engaged reflexivity that might produce transformation. Schools and Christian churches, two institutions that reflect modern, western socialecological worldviews also have the potential to bring about change. Critical Realism was chosen as my philosophical framework as it provided the tools to explore deeper mechanisms beyond empirical reality, both influencing the degrading trajectory as well as providing possibilities for transformation. It also legitimised case study research as a means to understand more generalised processes characterising modern social-ecological systems. The choice of Critical Realism informed the scope of my primary research question: What generative mechanisms constrain and enable the development of social-ecological resilience for well-being, in the modern social-ecological system of Boksburg Lake? The following three goals were formulated to address this primary question. Goal 1: Based on a multitheoretical perspective of social-ecological literature, develop conceptual tools that have explanatory power to probe generative mechanisms operating in the Boksburg Lake social-ecological system. Goal 2: Identify generative mechanisms driving the current degradation of the Boksburg Lake social-ecological system. Goal 3: Identify learning mechanisms that support transformation for greater social-ecological resilience of the Boksburg Lake social-ecological system. By addressing the primary question and research goals I aimed to gain insights into modern global socialecological systems, the mechanisms that drive high social-ecological risk and the requirements for and possibilities of global systemic change. Drawing on a broad reading of social-ecological literature from different vantage points, tools with explanatory power were developed to probe for generative mechanisms in the Boksburg Lake social-ecological system (goal 1). The human capacity for symbolic representation is identified as an emergent property of coevolving human-ecological systems. These symbolic representations become expressed in culture and worldviews, and influence patterns of identifying, types of knowledge and forms of agency. The nature of these will determine the degree that cultural systems are embedded within ecological reality and the extent of cultural-ecological coupling. A cultural system closely coupled with ecological realities is likely to value ecological systems and manage them for their health, while less coupled cultural-ecological systems are likely to lead to the opposite. Because of their integrated nature, the extent of ecological health and value will affect the decline or sustainability of cultural-ecological systems. There are numerous examples of the learning that can take place when cultural-ecological systems are facing decline. This learning can enhance or reduce biophyllic instincts that become encoded in patterns of identifying, types of knowledge and forms of agency. This in turn affects the strength of cultural-ecological coupling and the extent that human societies co-evolve with ecological systems. , Normalising ideologies is a concept coined in the thesis to refer to symbolic representations of reality that have become integral to a social fabric and determine meaning, while maintaining the domination of the powerful. These ideologies determine patterns of identifying, knowledge and agency and are recognised as having a fundamental influence on the resilience of social-ecological systems. Four normalising ideologies are identified that promote apparent human progress at the expense of ecological integrity and social equality and thus alienation with each other and the ecological world. These are human-ecological dualism, anthropocentrism, nature is mechanised and nature is to be controlled. There are also a number of ideologies promoting connectedness with the ecological world that, if they became normalised, would support greater social-ecological resilience for well-being. Generative mechanisms driving the current degradation of the Boksburg Lake socialecological system were identified (goal 2). Drawing on critical methodology, the main method adopted was document analysis of the Boksburg Advertiser archives, Boksburg’s local newspaper. Four generative mechanisms are recognised as most influential. Two of these have been named hegemonic symbolic systems. The primary symbolic system consists of the four normalising ideologies, mentioned above, that promote human progress at the expense of ecological health. The secondary, more explicit symbolic system, built on this, consists of the following normative ideologies: economic growth is imperative, unrestrained development is promoted, competition is the necessary means and consumerism is the good life. These two symbolic systems have had causal influence on the systematic erosion of ecological processes and biological diversity that has occurred in Boksburg, with the consequent undermining of social-ecological resilience for well-being. The third mechanism that constrains resilience is the power dynamics that have shaped Boksburg’s economic history and social-ecological system. This has resulted in a society built on inequality and injustice with all its associated social and environmental ills, expressed as externalities. The fourth mechanism resides in Boksburg’s political and municipal dynamics. These structures are not designed to tackle complex social-ecological problems and they hold considerable agential power, yet seem dysfunctional at present. Learning mechanisms that support transformation for greater social-ecological resilience of the Boksburg Lake social-ecological system were identified (goal 3). By adopting the role of a reflexive practitioner, supported by action research, case study and interpretivist methodologies, data on the empirical manifestations of the environmental educational initiative were collected. Methods included semistructured interviews, focus groups, document analysis and participant observation. Findings indicate that schools and churches are important institutions that can positively influence patterns of identifying, knowledge about and agency for Boksburg Lake and can thus play a role in transforming hegemonic normalising ideologies. Important learning mechanisms identified included: Learning reflexively together within communities of practice that provide opportunities for active rather than passive learning; involving the youth as they are a group of people with notable enthusiasm, vision, energy and motivation; learning through information acquisition, investigation, action and deliberation; learning about abstract concepts and theoretical knowledge but embedding this in local realities; and learning that provides reference markers for how things can be different.
- Full Text:
- Date Issued: 2015
- Authors: Fox, Helen Elizabeth
- Date: 2015
- Subjects: Boksburg Lake and Wetland project , Reservoirs -- South Africa -- Boksburg , Water -- Pollution -- South Africa -- Boksburg , Human ecology -- South Africa -- Boksburg , Social learning -- South Africa -- Boksburg , Critical realism
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:6048 , http://hdl.handle.net/10962/d1017872
- Description: This thesis is based on a case study of the degraded Boksburg Lake social-ecological system and an environmental education initiative that aimed to support its transformation. This initiative aimed to involve local people in reclaiming the lake’s social and ecological value, through a process of collectively reimagining possibilities, shaping identities, gaining knowledge and developing local human agency. The focus was on social learning processes in schools and churches to explore opportunities for co-engaged reflexivity that might produce transformation. Schools and Christian churches, two institutions that reflect modern, western socialecological worldviews also have the potential to bring about change. Critical Realism was chosen as my philosophical framework as it provided the tools to explore deeper mechanisms beyond empirical reality, both influencing the degrading trajectory as well as providing possibilities for transformation. It also legitimised case study research as a means to understand more generalised processes characterising modern social-ecological systems. The choice of Critical Realism informed the scope of my primary research question: What generative mechanisms constrain and enable the development of social-ecological resilience for well-being, in the modern social-ecological system of Boksburg Lake? The following three goals were formulated to address this primary question. Goal 1: Based on a multitheoretical perspective of social-ecological literature, develop conceptual tools that have explanatory power to probe generative mechanisms operating in the Boksburg Lake social-ecological system. Goal 2: Identify generative mechanisms driving the current degradation of the Boksburg Lake social-ecological system. Goal 3: Identify learning mechanisms that support transformation for greater social-ecological resilience of the Boksburg Lake social-ecological system. By addressing the primary question and research goals I aimed to gain insights into modern global socialecological systems, the mechanisms that drive high social-ecological risk and the requirements for and possibilities of global systemic change. Drawing on a broad reading of social-ecological literature from different vantage points, tools with explanatory power were developed to probe for generative mechanisms in the Boksburg Lake social-ecological system (goal 1). The human capacity for symbolic representation is identified as an emergent property of coevolving human-ecological systems. These symbolic representations become expressed in culture and worldviews, and influence patterns of identifying, types of knowledge and forms of agency. The nature of these will determine the degree that cultural systems are embedded within ecological reality and the extent of cultural-ecological coupling. A cultural system closely coupled with ecological realities is likely to value ecological systems and manage them for their health, while less coupled cultural-ecological systems are likely to lead to the opposite. Because of their integrated nature, the extent of ecological health and value will affect the decline or sustainability of cultural-ecological systems. There are numerous examples of the learning that can take place when cultural-ecological systems are facing decline. This learning can enhance or reduce biophyllic instincts that become encoded in patterns of identifying, types of knowledge and forms of agency. This in turn affects the strength of cultural-ecological coupling and the extent that human societies co-evolve with ecological systems. , Normalising ideologies is a concept coined in the thesis to refer to symbolic representations of reality that have become integral to a social fabric and determine meaning, while maintaining the domination of the powerful. These ideologies determine patterns of identifying, knowledge and agency and are recognised as having a fundamental influence on the resilience of social-ecological systems. Four normalising ideologies are identified that promote apparent human progress at the expense of ecological integrity and social equality and thus alienation with each other and the ecological world. These are human-ecological dualism, anthropocentrism, nature is mechanised and nature is to be controlled. There are also a number of ideologies promoting connectedness with the ecological world that, if they became normalised, would support greater social-ecological resilience for well-being. Generative mechanisms driving the current degradation of the Boksburg Lake socialecological system were identified (goal 2). Drawing on critical methodology, the main method adopted was document analysis of the Boksburg Advertiser archives, Boksburg’s local newspaper. Four generative mechanisms are recognised as most influential. Two of these have been named hegemonic symbolic systems. The primary symbolic system consists of the four normalising ideologies, mentioned above, that promote human progress at the expense of ecological health. The secondary, more explicit symbolic system, built on this, consists of the following normative ideologies: economic growth is imperative, unrestrained development is promoted, competition is the necessary means and consumerism is the good life. These two symbolic systems have had causal influence on the systematic erosion of ecological processes and biological diversity that has occurred in Boksburg, with the consequent undermining of social-ecological resilience for well-being. The third mechanism that constrains resilience is the power dynamics that have shaped Boksburg’s economic history and social-ecological system. This has resulted in a society built on inequality and injustice with all its associated social and environmental ills, expressed as externalities. The fourth mechanism resides in Boksburg’s political and municipal dynamics. These structures are not designed to tackle complex social-ecological problems and they hold considerable agential power, yet seem dysfunctional at present. Learning mechanisms that support transformation for greater social-ecological resilience of the Boksburg Lake social-ecological system were identified (goal 3). By adopting the role of a reflexive practitioner, supported by action research, case study and interpretivist methodologies, data on the empirical manifestations of the environmental educational initiative were collected. Methods included semistructured interviews, focus groups, document analysis and participant observation. Findings indicate that schools and churches are important institutions that can positively influence patterns of identifying, knowledge about and agency for Boksburg Lake and can thus play a role in transforming hegemonic normalising ideologies. Important learning mechanisms identified included: Learning reflexively together within communities of practice that provide opportunities for active rather than passive learning; involving the youth as they are a group of people with notable enthusiasm, vision, energy and motivation; learning through information acquisition, investigation, action and deliberation; learning about abstract concepts and theoretical knowledge but embedding this in local realities; and learning that provides reference markers for how things can be different.
- Full Text:
- Date Issued: 2015
The supervisor’s tale: postgraduate supervisors’ experiences in a changing Higher Education environment
- Authors: Searle, Ruth Lesley
- Date: 2015
- Subjects: Graduate students -- Supervision of -- South Africa , Education, Higher -- South Africa , Educational change -- South Africa , Archer, Margaret Scotford -- Political and social views , Critical realism , Knowledge, Sociology of , Dissertations, Academic , Faculty advisors -- South Africa , Education -- Study and teaching (Graduate) -- South Africa , Universities and colleges -- Graduate work
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1331 , http://hdl.handle.net/10962/d1019952
- Description: The environment in which higher education institutions operate is changing, and these changes are impacting on all aspects of higher education, including postgraduate levels. Changes wrought by globalisation, heralded by rapid advances in technology have inaugurated a new era in which there are long term consequences for higher education. The shift towards more quantitative and measurable "outputs" signifies a fundamental change in the educational ethos in institutions. Effectiveness is now judged primarily on numbers of graduates and publications rather than on other aspects. The drive is to produce a highly educated population, especially through increasing postgraduates who can drive national innovation and improve national economies. This affects academics in a range of ways, not least in the ways in which they engage in teaching, what they are willing to do and how they do it. Such changes influence the kinds of research done, the structures and funding which support research, and thus naturally shapes the kinds of postgraduate programmes and teaching that occurs. This study, situated in the field of Higher Education Studies, adopting a critical realist stance and drawing on the social theory of Margaret Archer and the concepts of expert and novice, explores the experiences of postgraduate supervisors from one South African institution across a range of disciplines. Individual experiences at the level of the Empirical and embodied in practice at the level of the Actual allow for the identification of possible mechanisms at the level of the Real which structure the sector. The research design then allows for an exploration across mezzo, macro and micro levels. Individuals outline their own particular situations, identifying a number of elements which enabled or constrained them and how, in exercising their agency, they develop their strategies for supervision drawing on a range of different resources that they identify and that may be available to them. Student characteristics, discipline status and placement, funding, and the emergent policy environment are all identified as influencing their practice. In some instances supervisors recognise the broader influences on the system that involve them in their undertaking, noting the international trends. Through their narratives and the discourses they engage a number of contradictions that have developed in the system with growing neo-liberal trends and vocationalism highlighting tensions between academic freedom and autonomy, and demands for productivity, efficiency and compliance, and between an educational focus and a training bias in particular along with others. Especially notable is how this contributes to the current ideologies surrounding knowledge and knowledge production. Their individual interests and concerns, and emergent academic identities as they take shape over time, also modifies the process and how individual supervisors influence their own environments in agentic moves becomes apparent. Whilst often individuals highlight the lack of support especially in the early phases of supervision, the emergent policy-constrained environment is also seen as curtailing possibilities and especially in limiting the possibilities for the exercise of agency. Whilst the study has some limitations in the range and number of respondents nevertheless the data provided rich evidence of how individual supervisors are affected, and how they respond in varied conditions. What is highlighted through these experiences are ways pressures are increasing for both supervisors and students and changing how they engage. Concerns in particular are raised about the growing functional and instrumental nature of the process with an emphasis on the effects on the kinds of researchers being developed and the knowledge that is therefore being produced. As costs increase for academics through the environments developed and with the varied roles they take on so they become more selective and reluctant to expand the role. This research has provided insights into ideas, beliefs and values relating to the postgraduate sector and to the process of postgraduate supervision and how it occurs. This includes the structures and cultural conditions that enable or constrain practitioners as they develop in the role in this particular institution. It has explored some of the ways that mechanisms at international, national and institutional levels shape the role and practices of supervisors. The effects of mechanisms are in no way a given or simply understood. In this way the research may contribute to more emancipatory knowledge which could be used in planning and deciding on emergent policies and practices which might create a more supportive and creative postgraduate environment.
- Full Text:
- Date Issued: 2015
- Authors: Searle, Ruth Lesley
- Date: 2015
- Subjects: Graduate students -- Supervision of -- South Africa , Education, Higher -- South Africa , Educational change -- South Africa , Archer, Margaret Scotford -- Political and social views , Critical realism , Knowledge, Sociology of , Dissertations, Academic , Faculty advisors -- South Africa , Education -- Study and teaching (Graduate) -- South Africa , Universities and colleges -- Graduate work
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1331 , http://hdl.handle.net/10962/d1019952
- Description: The environment in which higher education institutions operate is changing, and these changes are impacting on all aspects of higher education, including postgraduate levels. Changes wrought by globalisation, heralded by rapid advances in technology have inaugurated a new era in which there are long term consequences for higher education. The shift towards more quantitative and measurable "outputs" signifies a fundamental change in the educational ethos in institutions. Effectiveness is now judged primarily on numbers of graduates and publications rather than on other aspects. The drive is to produce a highly educated population, especially through increasing postgraduates who can drive national innovation and improve national economies. This affects academics in a range of ways, not least in the ways in which they engage in teaching, what they are willing to do and how they do it. Such changes influence the kinds of research done, the structures and funding which support research, and thus naturally shapes the kinds of postgraduate programmes and teaching that occurs. This study, situated in the field of Higher Education Studies, adopting a critical realist stance and drawing on the social theory of Margaret Archer and the concepts of expert and novice, explores the experiences of postgraduate supervisors from one South African institution across a range of disciplines. Individual experiences at the level of the Empirical and embodied in practice at the level of the Actual allow for the identification of possible mechanisms at the level of the Real which structure the sector. The research design then allows for an exploration across mezzo, macro and micro levels. Individuals outline their own particular situations, identifying a number of elements which enabled or constrained them and how, in exercising their agency, they develop their strategies for supervision drawing on a range of different resources that they identify and that may be available to them. Student characteristics, discipline status and placement, funding, and the emergent policy environment are all identified as influencing their practice. In some instances supervisors recognise the broader influences on the system that involve them in their undertaking, noting the international trends. Through their narratives and the discourses they engage a number of contradictions that have developed in the system with growing neo-liberal trends and vocationalism highlighting tensions between academic freedom and autonomy, and demands for productivity, efficiency and compliance, and between an educational focus and a training bias in particular along with others. Especially notable is how this contributes to the current ideologies surrounding knowledge and knowledge production. Their individual interests and concerns, and emergent academic identities as they take shape over time, also modifies the process and how individual supervisors influence their own environments in agentic moves becomes apparent. Whilst often individuals highlight the lack of support especially in the early phases of supervision, the emergent policy-constrained environment is also seen as curtailing possibilities and especially in limiting the possibilities for the exercise of agency. Whilst the study has some limitations in the range and number of respondents nevertheless the data provided rich evidence of how individual supervisors are affected, and how they respond in varied conditions. What is highlighted through these experiences are ways pressures are increasing for both supervisors and students and changing how they engage. Concerns in particular are raised about the growing functional and instrumental nature of the process with an emphasis on the effects on the kinds of researchers being developed and the knowledge that is therefore being produced. As costs increase for academics through the environments developed and with the varied roles they take on so they become more selective and reluctant to expand the role. This research has provided insights into ideas, beliefs and values relating to the postgraduate sector and to the process of postgraduate supervision and how it occurs. This includes the structures and cultural conditions that enable or constrain practitioners as they develop in the role in this particular institution. It has explored some of the ways that mechanisms at international, national and institutional levels shape the role and practices of supervisors. The effects of mechanisms are in no way a given or simply understood. In this way the research may contribute to more emancipatory knowledge which could be used in planning and deciding on emergent policies and practices which might create a more supportive and creative postgraduate environment.
- Full Text:
- Date Issued: 2015
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
Understanding the poverty-reducing livelihoods of child support grant caregivers in Riebeeck East, South Africa
- Authors: Chikukwa, Vimbainashe
- Date: 2015
- Subjects: Archer, Margaret Scotford -- Political and social views , Child caregivers -- South Africa -- Riebeek-Oos , Public welfare -- South Africa -- Riebeek-Oos , Grants-in-aid -- South Africa -- Riebeek-Oos , Poverty -- South Africa -- Riebeek-Oos , Critical realism , South Africa -- Social conditions -- 1994- , South Africa -- Economic conditions -- 1991-
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3393 , http://hdl.handle.net/10962/d1018196
- Description: In 1994, racial domination in the form of apartheid ended in South Africa and the first postapartheid government was elected through a non-racial and democratic franchise. The new government inherited an entrenched system of racial inequality as well as widespread poverty amongst the formerly oppressed population, and it sought to address these challenges through policies of redistribution based on a new progressive constitution which emphasised the realisation of socio-economic rights. At the same time, and despite its redistributive measures, the post-apartheid government has pursued a macro-economic strategy with pronounced neoliberal dimensions. One of its critical redistributive measures focuses on social assistance to poor blacks, and this has entailed the construction and expansion of a massive social grant system including the child support grant which is received by millions of black South Africans on a monthly basis. The objective of this thesis is to examine and understand the livelihoods of child support grant recipients (or caregivers) in the context of conditions of extreme vulnerability marked by poverty. It does so by focusing on the small town of Riebeek East located in the Eastern Cape Province of South Africa. Though undoubtedly child support grant caregivers are victims of poverty, the thesis demonstrates that they are not without agency. They exist in structural conditions of vulnerability and poverty, but they nevertheless seek to manoeuvre and negotiate their way in and through their conditions of existence. This does not necessarily alleviate their poverty in any significant manner but it does show evidence of reflexivity, decision-making and responsibility in the pursuit of livelihood practices and outcomes. In making this argument, I draw upon the mega-theory of Margaret Archer (specifically, her morphogenetic approach) and the more middle-level perspective of the Sustainable Livelihoods Framework. Beyond contributing to the prevailing academic literature on the child support grant in South Africa, this thesis also hopefully makes a small contribution to controversies about structure and agency within sociology.
- Full Text:
- Date Issued: 2015
- Authors: Chikukwa, Vimbainashe
- Date: 2015
- Subjects: Archer, Margaret Scotford -- Political and social views , Child caregivers -- South Africa -- Riebeek-Oos , Public welfare -- South Africa -- Riebeek-Oos , Grants-in-aid -- South Africa -- Riebeek-Oos , Poverty -- South Africa -- Riebeek-Oos , Critical realism , South Africa -- Social conditions -- 1994- , South Africa -- Economic conditions -- 1991-
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3393 , http://hdl.handle.net/10962/d1018196
- Description: In 1994, racial domination in the form of apartheid ended in South Africa and the first postapartheid government was elected through a non-racial and democratic franchise. The new government inherited an entrenched system of racial inequality as well as widespread poverty amongst the formerly oppressed population, and it sought to address these challenges through policies of redistribution based on a new progressive constitution which emphasised the realisation of socio-economic rights. At the same time, and despite its redistributive measures, the post-apartheid government has pursued a macro-economic strategy with pronounced neoliberal dimensions. One of its critical redistributive measures focuses on social assistance to poor blacks, and this has entailed the construction and expansion of a massive social grant system including the child support grant which is received by millions of black South Africans on a monthly basis. The objective of this thesis is to examine and understand the livelihoods of child support grant recipients (or caregivers) in the context of conditions of extreme vulnerability marked by poverty. It does so by focusing on the small town of Riebeek East located in the Eastern Cape Province of South Africa. Though undoubtedly child support grant caregivers are victims of poverty, the thesis demonstrates that they are not without agency. They exist in structural conditions of vulnerability and poverty, but they nevertheless seek to manoeuvre and negotiate their way in and through their conditions of existence. This does not necessarily alleviate their poverty in any significant manner but it does show evidence of reflexivity, decision-making and responsibility in the pursuit of livelihood practices and outcomes. In making this argument, I draw upon the mega-theory of Margaret Archer (specifically, her morphogenetic approach) and the more middle-level perspective of the Sustainable Livelihoods Framework. Beyond contributing to the prevailing academic literature on the child support grant in South Africa, this thesis also hopefully makes a small contribution to controversies about structure and agency within sociology.
- Full Text:
- Date Issued: 2015