Cognitive justice and environmental learning in South African social movements

This thesis by publication is an applied study into transformative learning as an emancipatory practice for water justice. It is guided by the core research question: How can cognitively just learning be an activist practice in social movements working towards water justice? To address this question, I use the applied critical realist approach which makes use of three moments of moral reasoning which are very similar to the approach adopted in the learning intervention that is the focus of this research. These three moments are: Diagnose, Explain, Act – sometimes known as the DEA model (Bhaskar, 2008, 243; Munnik & Price, 2015). The research object is the Changing Practice course for community-based environmental and social movements. The course was developed and studied over seven years, starting from the reflexive scholarship of environmental learning in South Africa, particularly the adult learning model of working together/working away developed through the Environmental Education Association of Southern Africa in partnership with the Environmental Learning Research Centre at Rhodes University (Lotz-Sisitka & Raven, 2004). We (the facilitators/educators) ran the Changing Practice course three times (2012-2014; 2014-2016; 2016-2018), in which I generated substantive data which forms the empirical base on which this study was developed. We found the concept of cognitive justice (Visvanathan, 2005; de Sousa Santos, 2016) to be a powerful mobilizing concept with which to carry out emancipatory research and learning, in three ways. First, it brought together a group of researchers, activists and practitioners from different organizations to work on how to strengthen the role of civil society in monitoring government water policy and practice (Wilson et al., 2016). Second, within the Changing Practice course itself, it became a principle for guiding learning design and pedagogy as well as a way of engaging in dialogue with the participants around the politics of knowledge, exclusion and inclusion in knowledge production, systems of oppression and multiple knowledges (Wilson et al., 2016; Burt et al., 2018). Thirdly, the participants’ change projects (the applied projects undertaken during the ‘working away’ phase between course modules), allowed participants to draw on different knowledge systems, which they learnt to do in the ‘working together’ modules, and to address cognitive justice concerns linked to environmental justice. The change projects also challenged our learning pedagogy by raising contradictions in the course’s approach to learning that needed to be transformed in order for our pedagogy to be more cognitively just. Throughout this thesis I argue that the work of cognitive justice deepens the connections between people, institutions and structures, particularly in relation to transformative learning. Our intention was to identify and critique structures and ideologies that perpetuated oppressive relations, and then to identify and enact the work needed towards transforming these relations. This is why I often refer to cognitive justice as a solidarity and mobilizing concept, and I use the term cognitive justice praxis to mean the reflection and actions that are needed to enact cognitive just learning. The facilitators and participants of the Changing Practice course worked to remove the layered effects of oppression both in the practice of water justice and in the learning process itself. We worked, however imperfectly, with a caring, collectively-held ethic towards each other and the world. Using the DEA model I applied the critical realist dialectic to analyse contradictions and generate explanations through four articles as reflexive writing projects (See Part 2 of this thesis). I used the critical realist dialectic both to reveal contradictions, investigate how these contradictions have come to be, and to generate alternative explanations and action to absent them. Through this research I identified four essential mechanisms for cognitively just environmental learning: care work, co-learning, reflexivity and an interdisciplinary approach to learning scholarship as learning praxis. The essential elements that made the Changing Practice course so effective were the working together/working away design, the encouraging of participants to make the change project something they were passionate about, and the situating and grounding of the Changing Practice course within a social movement network. We were able to show that for academic scholarship to contribute meaningfully to cognitively just learning praxis, it needs to be collaborative and reflexive, and start from the embodied historical and contextual experience of learning as experienced and understood by participants on the course. This demanded an interdisciplinary approach to work with contradictions in learning practice, one that could take into consideration different knowledges and knowledge practices beyond professional disciplines. Both social movement communities and scholarly communities have valuable knowledge to offer each other. As argued in article one, rather than a lack of knowledge, what more often limits our emancipatory action are factors that prevent us from coming closer together. (Burt et al, 2018) This research revealed that social movement learning towards water justice is multi-level care work, the four levels being: individual psychology, our relations with others, our relations with structures such as our social movements, and our relations with the planet. When such care work attains self- reflexivity, practice-reflexivity, co-learning and collective scholarship, it is able to absent the contradictions that inhibit cognitive justice. This thesis is a record of our attempts to learn how to achieve this

Dramatic learning : a case study of theatre for development and environmental education

The aim of my research was to introduce drama, in the form of theatre for development processes, to local Grahamstown Primary School teachers, and to work closely with one teacher to explore theatre for development in the classroom, as a means of introducing both environmental education and learner-centred, constructivist teaching methodologies. I started my research by interviewing Primary School principals as well as sending out questionnaires to teachers, to survey their understanding and practice of drama and environmental education in the school curriculum and to invite them to participate in the research project. In collaboration with Educational Drama and Theatre students, I developed two workshops to introduce theatre for development processes such as image theatre and role-play to the teachers. Nine teachers attended this workshop which was video-taped. After the workshop I gave two lessons at a local school, in partnership with a teacher. Throughout this process I kept a research journal. All action components of the research were followed up with individual interviews, group discussions and a focus group. Although the study gave rise to multiple themes, I chose to highlight two: Firstly, Curriculum 2005 advocates a move towards more learner-centred,constructivist and process-orientated pedagogies. All of the participants in this study, including myself, had intentions of adopting a new approach tq education and teaching but found that we often reverted back to earlier learnt roles of product-orientated, text-based, authoritarian approaches to education which we originally had rejected. Secondly, I reflect on how we set out viewing environmental education, education, drama and research as a process and yet all the participants, including myself, continually tried to 'put on' the perfect performance in the form of a drama, a learning experience and research. This project was a participatory research project. The textwork of the research reflects a post-structural orientation. It has been written in the form of a drama to represent the many voices of the participants, but also to question the role of research in society and make research more accessible to non-academic readers. I also intend to perform the research process at a later stage

Visit the exotic birthplaces of transdisciplinarity

Publisher versionPreface: Why a new approach to science? The world we live in is very different to the world of one hundred years ago. The world has never been so populated by humans and never before have the spe-cies ‘human’ influenced and manipulated the natural world in the way in which we do now. Academics are calling it the age of the Anthropocene. In the age of the Anthropocene we face different challenges to what hu- mans faced centuries ago. As we find ourselves in this new age we have had to not only question ‘what we know’ but also ‘how we know’ and whether the ‘how we know’ is the right kind of ‘how’ for the problems that we face today. This has led to a questioning of the way in which we generate knowledge and the way in which this knowledge is used. This critique is not aimed at all knowledge generation it is mostly a frustration that has arisen out of the physical and biological sciences with the realisation that doing good science is just not enough to bring about meaningful change in the world. Trans-disciplinary scientists and practitioners have begun this journey in search of a new kind of science - A science in service of society! This tourist trip will re- trace the few first steps of these emerging ideas so that we can understand where these new ideas have come from and how they may influence our own research.This document was developed for a postgraduate course on Transdisciplinary research held at Rhodes University. It explores three key theoretical approaches to transdisciplinarity in relation to the question 'Why TD?'

Dissecting the dynamic transcriptional landscape of early T helper cell differentiation into Th1, Th2, and Th1/2 hybrid cells

Selective differentiation of CD4+ T helper (Th) cells into specialized subsets such as Th1 and Th2 cells is a key element of the adaptive immune system driving appropriate immune responses. Besides those canonical Th-cell lineages, hybrid phenotypes such as Th1/2 cells arise in vivo, and their generation could be reproduced in vitro. While master-regulator transcription factors like T-bet for Th1 and GATA-3 for Th2 cells drive and maintain differentiation into the canonical lineages, the transcriptional architecture of hybrid phenotypes is less well understood. In particular, it has remained unclear whether a hybrid phenotype implies a mixture of the effects of several canonical lineages for each gene, or rather a bimodal behavior across genes. Th-cell differentiation is a dynamic process in which the regulatory factors are modulated over time, but longitudinal studies of Th-cell differentiation are sparse. Here, we present a dynamic transcriptome analysis following Th-cell differentiation into Th1, Th2, and Th1/2 hybrid cells at 3-h time intervals in the first hours after stimulation. We identified an early bifurcation point in gene expression programs, and we found that only a minority of ~20% of Th cell-specific genes showed mixed effects from both Th1 and Th2 cells on Th1/2 hybrid cells. While most genes followed either Th1- or Th2-cell gene expression, another fraction of ~20% of genes followed a Th1 and Th2 cell-independent transcriptional program associated with the transcription factors STAT1 and STAT4. Overall, our results emphasize the key role of high-resolution longitudinal data for the characterization of cellular phenotypes.Peer Reviewe

‘Withness’: Creative spectating for residents living with advanced dementia in care homes

Aiming to illustrate the potential for puppetry as a useful resource in dementia care, the authors argue unusually that play with puppets derives not particularly from drama or theatre, but fundamentally from the performative relationship people have with objects. The puppeteers of the study achieved remarkable emotional connection with care-home residents through an experience of puppetry, which dissolved the unitary autonomy of the puppet, recontextualizing it relationally as the puppeteer-with-puppet-with-spectator. It is this ‘withness’ that ignited the creative spark of presence of the residents. For a moment of trust and child-like joy kinaesthetic memories stirred in them, appearing to break down emotional barriers between the person and the world around them and indicating comparatively longer-term therapeutic benefits.N/

Associations of levetiracetam use with the safety and tolerability profile of chemoradiotherapy for patients with newly diagnosed glioblastoma

Background Levetiracetam (LEV) is one of the most frequently used antiepileptic drugs (AED) for brain tumor patients with seizures. We hypothesized that toxicity of LEV and temozolomide-based chemoradiotherapy may overlap. Methods Using a pooled cohort of patients with newly diagnosed glioblastoma included in clinical trials prior to chemoradiotherapy (CENTRIC, CORE, AVAglio) or prior to maintenance therapy (ACT-IV), we tested associations of hematologic toxicity, nausea or emesis, fatigue, and psychiatric adverse events during concomitant and maintenance treatment with the use of LEV alone or with other AED versus other AED alone or in combination versus no AED use at the start of chemoradiotherapy and of maintenance treatment. Results Of 1681 and 2020 patients who started concomitant chemoradiotherapy and maintenance temozolomide, respectively, 473 and 714 patients (28.1% and 35.3%) were treated with a LEV-containing regimen, 538 and 475 patients (32.0% and 23.5%) with other AED, and 670 and 831 patients (39.9% and 41.1%) had no AED. LEV was associated with higher risk of psychiatric adverse events during concomitant treatment in univariable and multivariable analyses (RR 1.86 and 1.88, P < .001) while there were no associations with hematologic toxicity, nausea or emesis, or fatigue. LEV was associated with reduced risk of nausea or emesis during maintenance treatment in multivariable analysis (HR = 0.80, P = .017) while there were no associations with hematologic toxicity, fatigue, or psychiatric adverse events. Conclusions LEV is not associated with reduced tolerability of chemoradiotherapy in patients with glioblastoma regarding hematologic toxicity and fatigue. Antiemetic properties of LEV may be beneficial during maintenance temozolomide

People of the British Isles: preliminary analysis of genotypes and surnames in a UK control population

There is a great deal of interest in fine scale population structure in the UK, both as a signature of historical immigration events and because of the effect population structure may have on disease association studies. Although population structure appears to have a minor impact on the current generation of genome-wide association studies, it is likely to play a significant part in the next generation of studies designed to search for rare variants. A powerful way of detecting such structure is to control and document carefully the provenance of the samples involved. Here we describe the collection of a cohort of rural UK samples (The People of the British Isles), aimed at providing a well-characterised UK control population that can be used as a resource by the research community as well as providing fine scale genetic information on the British population. So far, some 4,000 samples have been collected, the majority of which fit the criteria of coming from a rural area and having all four grandparents from approximately the same area. Analysis of the first 3,865 samples that have been geocoded indicates that 75% have a mean distance between grandparental places of birth of 37.3km, and that about 70% of grandparental places of birth can be classed as rural. Preliminary genotyping of 1,057 samples demonstrates the value of these samples for investigating fine scale population structure within the UK, and shows how this can be enhanced by the use of surnames

Protein-coding variants implicate novel genes related to lipid homeostasis contributing to body-fat distribution.

Body-fat distribution is a risk factor for adverse cardiovascular health consequences. We analyzed the association of body-fat distribution, assessed by waist-to-hip ratio adjusted for body mass index, with 228,985 predicted coding and splice site variants available on exome arrays in up to 344,369 individuals from five major ancestries (discovery) and 132,177 European-ancestry individuals (validation). We identified 15 common (minor allele frequency, MAF ≥5%) and nine low-frequency or rare (MAF &lt;5%) coding novel variants. Pathway/gene set enrichment analyses identified lipid particle, adiponectin, abnormal white adipose tissue physiology and bone development and morphology as important contributors to fat distribution, while cross-trait associations highlight cardiometabolic traits. In functional follow-up analyses, specifically in Drosophila RNAi-knockdowns, we observed a significant increase in the total body triglyceride levels for two genes (DNAH10 and PLXND1). We implicate novel genes in fat distribution, stressing the importance of interrogating low-frequency and protein-coding variants