Understanding Social Learning Processes in a Citrus Farming Community of Practice

This paper focuses on what would traditionally be termed ‘non-formal’ learning processes in the context of a case study examining how citrus farming communities in the Patensie Valley in the Eastern Cape in South Africa were learning conservation practices. Communities of Practice theory was used to provide a conceptual framework for researching these learning interactions. Through historical and other qualitative research methods, I was able to establish that farmers in this community of practice learned mainly through responding to change and uncertainty, through forming and drawing on networks and community structures, through intergenerational learning, and through various interactions with each other. The historical research also pointed to the significance of policy and market-based changes in farmer learning, and their attachment to the land, which is shaped through historical associations with the land, and through embedded relations in farming practice cultures. The paper provides an example of how Communities of Practice theory, complemented by historical research, can be used to understand non-formal learning

The potential for voluntary instruments to achieve conservation planning goals : the case of conservancies in South Africa

Spatial prioritizations and gap analyses are increasingly undertaken to allocate conservation resources. Most spatial prioritizations are conducted without specifying the conservation instruments to be implemented and gap analyses typically assess formally protected areas but increasingly include private land conservation instruments. We examine conservancies to see if these voluntary instruments contribute towards achieving goals of South African conservation planning initiatives. We conducted a nationwide survey and interviews with conservancy members in Gauteng and the Eastern Cape. Conservancies have potential for assisting South Africa to achieve conservation planning goals at national and local scales but their inclusion in spatial prioritizations and gap analyses predicates improved protection for nature, operational refinement and increased support. We sound a warning to conservation planning initiatives that incorporate voluntary instruments on private land, and present recommendations for strengthening such instruments to make them more effective. Our findings may assist conservation planners elsewhere to design more effective conservation planning initiatives focused on private land

Interdisciplinary and multi-institutional higher learning : reflecting on a South African case study investigating complex and dynamic environmental challenges

Complex social-ecological problems need sustained interdisciplinary engagements across multiple disciplines, yet academic offerings continue to reflect disciplinary silos. To address this, a five-year program, within a developing country context, was conceived to follow an interdisciplinary research mode using a team of students and supervisors from various institutions across the disciplines of ecology, hydrology and economics. By using a flexible student training model, regional/ site specific knowledge was developed while simultaneously developing a shared vision and a model to combine information from each student project. Graduates felt enabled by the program that actively encouraged interdisciplinary interactions and engagements while simultaneously furthering disciplinary development. Cross disciplinary communication, was achieved through multiple engagement opportunities and common research outputs, all facilitated by an external boundary organization. While lengthy time frames are required for such collaborative interdisciplinary programs, researchers, higher learning institutions and funding agencies should not avoid this type of program and investment.The Water Research Commission of South Africahttp://www.journals.elsevier.com/current-opinion-in-environmental-sustainability2017-04-30hb2016Economic

The potential for voluntary instruments to achieve conservation planning goals: The case of conservancies in South Africa

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Exploring the implications of critical complexity for the study of social-ecological systems

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Interdisciplinary and multi-institutional higher learning: reflecting on a South African case study investigating complex and dynamic environmental challenges

Complex social-ecological problems need sustained interdisciplinary engagements across multiple disciplines, yet academic offerings continue to reflect disciplinary silos. To address this, a five-year program, within a developing country context, was conceived to follow an interdisciplinary research mode using a team of students and supervisors from various institutions across the disciplines of ecology, hydrology and economics. By using a flexible student training model, regional/site specific knowledge was developed while simultaneously developing a shared vision and a model to combine information from each student project. Graduates felt enabled by the program that actively encouraged interdisciplinary interactions and engagements while simultaneously furthering disciplinary development. Cross disciplinary communication, was achieved through multiple engagement opportunities and common research outputs, all facilitated by an external boundary organization. While lengthy time frames are required for such collaborative interdisciplinary programs, researchers, higher learning institutions and funding agencies should not avoid this type of program and investment