| 1. |
- Enqvist, Johan, et al.
(författare)
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Informality and water justice : community perspectives on water issues in Cape Town's low-income neighbourhoods
- 2022
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Ingår i: International Journal of Water Resources Development. - : Informa UK Limited. - 0790-0627 .- 1360-0648. ; 38:1, s. 108-129
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Tidskriftsartikel (refereegranskat)abstract
- Cape Town's water injustices are entrenched by the mismatch between government interventions and the lived realities in many informal settlements and other low-income areas. This transdisciplinary study draws on over 300 stories from such communities, showing overwhelming frustration with the municipality's inability to address leaking pipes, faulty bills and poor sanitation. Cape Town's interventions typically rely on technical solutions that tend to ignore or even exacerbate the complex social problems on the ground. Water justice requires attention be paid to the range of everyday realities that exist in the spectrum from formal to informal settlements.
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| 2. |
- McGarry, Dylan
(författare)
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The Pluriversity for Stuck Humxns : A Queer EcoPedagogy & Decolonial School
- 2021
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Ingår i: Queer Ecopedagogies. - Cham : Springer. ; , s. 183-218
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Bokkapitel (refereegranskat)abstract
- The Pluriversity for stuck humxns is an exploratory dialogue between early career researchers and established researchers. It responds to the concern that dominant forms of knowledge production are not assisting us to move towards life affirming ways of being and that alternatives are possible. The production of this chapter is one of many new acts towards realising other modes of being and becoming unstuck in scholar activist practice. The chapter begins with an invitation in the form of a poem by Lena Weber, and the resulting text is a response to the poem from multiple contributors from around the world, who imagine transgressive and progressive ‘departments’ of the Pluriversity. Situated amongst the impulses of queer ecopedagogy and drawing on imagination to understand and play with multiple (or diverse) knowledges, the authors explore what nurturing institutions for scholarly training and life may look like, and what might be possible and in fact are possible through our collaborative experience in the act of creating the Pluriversity for stuck humxns. Itself an intersectional being, this chapter is a queer inquiry dedicated to challenging and reframing norms and dogma and to shake up the boundaries of categories and narrowly and often dogmatically employed concepts. The authors break open pedagogy in ways that allowed them to question research practice and instead conceive of a ‘research worthy of their longing’.
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| 3. |
- Metelerkamp, Luke, et al.
(författare)
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Learning for transitions : a niche perspective
- 2020
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Ingår i: Ecology and Society. - 1708-3087. ; 25:1
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Tidskriftsartikel (refereegranskat)abstract
- Roughly eight hundred million youth are projected to enter the African job market by 2050. This presents both an opportunity and a challenge for urgently needed sustainability transitions on the continent, because with appropriate training and skills this youth bulge could be instrumental in driving systemic change. By training the youth in new practices and approaches, they could be central to creating new systems and African futures that are more sustainable and just. We focus on the question of where the new skills and competencies needed to underpin such transitions could come from and, in turn, how youth might access these competencies. We investigate these questions by exploring an emerging sustainability niche around organic agriculture in the South African food system. We used a network and power-mapping tool, Net-Map, to map the key knowledge resources used by successful organic farmers, as well as to understand how actor learning networks develop and disseminate new skills and competencies. We found that although a substantial volume of knowledge has been generated and sophisticated informal learning networks exist within the niche we studied, knowledge is highly fragmented. The development and transfer of knowledge is impeded by the absence of teaching capacity and poor institutional alignment at a provincial and national level. Our findings suggest that state-led extension services and formal training institutions are of little help to niche pioneers and instead contribute toward the path-dependency of the current food regime. The substantial implications of these findings underscore the need for further studies to investigate whether similar patterns hold elsewhere on the continent, and for other niches. If they do, our findings imply that addressing the sustainability challenges on the African continent will require creative approaches and new models of learning that are capable of developing and transferring the knowledge and practices emerging in sustainability niches to the 90% of youth in Africa who will not progress to formal tertiary training but will be central to driving potential sustainability transitions.
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| 4. |
- Metelerkamp, Luke, et al.
(författare)
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We're ready, the system's not - youth perspectives on agricultural careers in South Africa
- 2019
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Ingår i: Agrekon. - : Informa UK Limited. - 0303-1853 .- 2078-0400. ; 58:2, s. 154-179
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Tidskriftsartikel (refereegranskat)abstract
- In light of rising levels of youth unemployment in South Africa, now at 50 per cent, research was undertaken to better understand the paradox of young people turning away from agricultural employment in spite of such high levels of unemployment in the country. The research brings to light new evidence of youth perspectives on contemporary attitudes, experiences and expectations of work in the agricultural sector in South Africa.The research took a narrative-based approach using SenseMaker as a tool for blended qualitative and quantitative data collection. A sample of 573 youth narratives was drawn from across three sites in the KwaZulu-Natal, Limpopo and Western Cape provinces of South Africa.Findings show that attitudes towards careers in agriculture vary greatly. While a set of negative perceptions emerged from the narratives as anticipated, approximately one third of the respondents expressed a clear interest in and passion for agriculture. This interest persisted in spite of a range of pervasive social norms and stigmas. However, these positive aspirations tended to be at odds with the kinds of jobs created by an increasingly corporatised food regime.The research addresses two key policy documents: The National Development Plan and the National Youth Policy, contributing toward the growing body of literature seeking to understand how agricultural policy based on principles of accumulation from below may be formulated. It also provides an empirical evidence base for activists, educators and policy-makers interested in the role of the agricultural sector in addressing youth unemployment in South Africa and elsewhere in Africa.
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| 5. |
- Monk, David, et al.
(författare)
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Revisiting VET research paradigms : Critical perspectives from the South
- 2023
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Ingår i: Journal of Vocational Education and Training. - 1363-6820 .- 1747-5090.
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Tidskriftsartikel (refereegranskat)abstract
- This paper reflects on a large multisite funded VET research project conducted by a large and diverse research team. Reflecting on two of our case studies, from Uganda and South Africa, we consider both the need for broadening the VET research agenda to incorporate more research on non-formal sites of vocational learning and work, and the imperative of continued critical reflection on modalities of researching the formal sphere. What we offer is a very fallible attempt to open up the debate about the future of VET research further through, we believe, a critical reading of some of our failures as well as successes in trying to ground our research ethically, ontologically and axiologically and not just methodologically. We advocate, where possible, a radical embeddedness of VET research in communities, whilst acknowledging that this is applicable only to some parts of a comprehensive VET research agenda. We also acknowledge that employers and the state are also legitimate stakeholders who should be part of research but point to the need for a more critical reflection into the patterns of power implicit in researching with/on these constituencies. We believe that our reflection on our successes and failures in these two cases and the project as a whole offers useful provocations regarding ways of making VET research more reflective of diverse settings, less extractive from those being researched and more equal in the participation of members of the research team from the South.
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| 6. |
- Ziervogel, Gina, et al.
(författare)
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Supporting transformative climate adaptation : community-level capacity building and knowledge co-creation in South Africa
- 2022
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Ingår i: Climate Policy. - : Taylor and Francis Ltd.. - 1469-3062 .- 1752-7457. ; 22:5, s. 607-622
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Tidskriftsartikel (refereegranskat)abstract
- Calls for transformative adaptation to climate change require attention to the type of capacity building that can support it. Community-level capacity building can help to ensure ownership and legitimacy of longer-term interventions. Given that marginalized communities are highly vulnerable to climate risk, it is important to build their capacity to adapt locally and to integrate their perspectives into higher-level adaptation measures. Current adaptation policy does not pay sufficient attention to this. Using a Cape Town-based project on water governance in low-income urban settlements, this paper explores how a transdisciplinary research project supported capacity building. Our findings suggest that knowledge co-creation at the community level is central to the capacity building that is needed in order to inform transformative adaptation. The collaborative methodology used is also important; we illustrate how a transdisciplinary approach can contribute to transformative adaptation where knowledge is co-produced to empower community-level actors and organizations to assert their perspectives with greater confidence and legitimacy. We argue that if capacity building processes shift from the top-down transferal of existing knowledge to the co-creation of contextual understandings, they have the potential to deliver more transformative adaptation. By considering diverse sources of knowledge and knowledge systems, capacity building can start to confront inequalities and shift dominant power dynamics. Adaptation policy could provide more guidance and support for community-level transdisciplinary processes that can enable this type of transformative adaptation.
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