Towards understanding the contextual role of traditional leadership in the establishment of cyber communities amongst rural people in South Africa: The case of Dr J.S. Moroka Municipality

Abstract

ICT policies instituted over a number of years by the South African government have failed manifestly in establishing cyber communities amongst rural people in South Africa. The authors of this article argue that for rural South African communities to reap the benefits of ‘cyber citizenship’ and Information and Communication Technologies for Development (ICT4D) initiatives, it will be necessary for communities to enable themselves and to take ownership of initiatives to participate in the anticipated South African information society. The authors argue that the success of ICT4D initiatives depends very strongly on an understanding of the interaction of such initiatives with the social context at the local community level. One of the significant aspects of the social context at community level is the role of traditional leaders in these communities. This article examines the role of traditional leadership, with specific reference to the literature on traditional leadership in South Africa and the literature on the role of traditional leadership in ICT4D initiatives, as well as empirical findings from a case study that serves as an example of a ‘typical’ rural community in Mpumalanga, South Africa.     

Knowledge production and the construction of ‘Africa(ns)’ in the Caribbean

Abstract

There is a considerable lack of awareness of the interrelated nature of human activities due to insufficient information. A community without relevant information or public sensitivity to participation, in fostering a sense of personal environmental responsibility and greater motivation towards achieving personal goals, becomes problematic. Using the poststructuralist theory, this article takes a qualitative approach to analyse discourses and people's reaction to an ‘insecure’ environment within South African communities. It examines organisations which provide support to empower communities through education in Cape Town. One assumption here is that people gain knowledge about themselves, their environment and others around them, if they are empowered. The focus thus is on educational schemes and activities that communities and organisations undertake to challenge, accept and negotiate their ideological positions. The inventiveness and responses of the organisations considered, through the local communities and pupils, are therefore significant as they enable an understanding of the challenges encountered in democratic South Africa, including the causes of xenophobia. Ultimately, the consequences of ignorance about one's environment are detrimental to both neighbouring communities and people at large. The local communities considered expressed this sentiment while implicating the government's role in depriving its people of vital socio-cultural and politico-economic information.     

The absence of a home curriculum in post-apartheid education in South Africa

Abstract

While it is important that education be relevant to the context of students, education systems struggle to introduce curricula that relate to the context of students. In South Africa the national curriculum, which is outcomes based, attempts to address the local context of students by introducing critical outcomes restricted to learning areas, and guide classroom methodology, the selection of content and the motivations for teaching and learning. In this article I argue that due to centralisation and bureaucratisation, the national curriculum does not sufficiently address the context of students. In the analysis, I discuss critical aspects of the curriculum development process, and argue that in order to address the local context, the home curriculum must be introduced in schools. In this way the education system will be striving for the Africanisation of education.     

Traditional food crops as a source of community resilience in Zimbabwe

ABSTRACT

This article draws on local narratives and observations of food sustenance practices in relocated farming communities in Sebakwe, Zimbabwe. Local knowledge on traditional food crops and related agricultural practices was proven to be a source of local community resilience, enabling residents to sustain their livelihoods. Local community agency in maintaining, cultivating and processing traditional food crops was found to sustain their culture and livelihoods, thereby providing community resilience in a changing environment.     

Africa unknown: Addressing the effects of an alienating education amongst learners in South Africa

Abstract

The article argues for the Africanisation of the South African education system, most critically at high school and tertiary levels. Using both experiential and theoretical reasoning, it seeks to present a compelling argument for the value of teaching our children, using methodologies, examples and stories they can relate to. It argues that this relatability is what will best develop the cognition of learners and better equip them to turn knowledge into action. The South African education system has often been seen as lacking a critical thinking and problem-solving element, and the article argues that this limitation is embedded in the abstractness of our curricula. The article presents a short case study highlighting just how little about Africa some of our best learners know. It ends by offering practical suggestions about how the education system could incorporate critical African knowledge in its learning models.     

THE RENAISSANCE FACTOR IN SOUTH AFRICA AND THE CHANGING LANDSCAPE OF AFRICAN REGIONAL GOVERNANCE (1999-2008)

ABSTRACT

This article examines a likely South African hegemony in Africa between 1999 and 2008. Hegemony is admittedly difficult to define in African regionalism studies, as it is counter intuitive to Pan-Africanism discourse. However, this article aims to show that hegemony can be a credible argument in explaining the South African driven changes that occurred in African regionalism between 1999 and 2008. The article locates key characteristics which underpin arguments of South African hegemony during the study timeline. It argues that Thabo Mbeki's governance philosophy of African renaissance was the central piece of South African Africa foreign policy that distinguishes this period from any other before or after it. By establishing hegemonic credibility in South Africa's interaction with Africa in this period, the article demonstrates how South Africa was able to contribute to transformational governance changes in Africa. This also holds lessons for South African regional ascendancy in the future.     

HEARTED EFFORTS BY THE MOGOGELO COMMUNITY TO PROTECT TRADITIONAL SITES BY MEANS OF PUBLIC PARTICIPATION FORUMS: A REVIEW REPORT

ABSTRACT

Traditional values, especially those regarding ancestral graves, crafts, beliefs, songs, dances and languages, are part of Africa's oldest heritage. These existed prior to knowledge of sustainable development or any legal framework to enforce conservation. Development was, in the past, community-centred without constraints to these antiquities. Current legislation acknowledges the necessity of stakeholders’ consent, that is, the consent of community residents. This was the case with the development of a photovoltaic solar energy project in the Mogogelo community in the North West province in South Africa, where environmental practitioners were required as legislated to conduct an Environmental Impact Assessment (EIA). Among these specialist studies was the Heritage Impact Assessment (HIA). This article is based on the interest shown by the community and the standoff that arose over the allocation of the project site and the conservation of traditional values. Using a public participation process as a social forum, this report highlights the degree of traditional knowledge and legislative awareness within the community about its right to protect heritage resources.     

Traditional health practitioners' practices and the sustainability of extinction-prone traditional medicinal plants

ABSTRACT

For centuries, traditional health practitioners (THPs) have used their indigenous knowledge (IK) in conserving medicinal plants and environments in order to maintain sustainability. Medicinal plants have played an important role in the healthcare system of Africa. With the rapid environmental, social, economic and political changes occurring in many areas inhabited by rural people, the danger exists that the loss of biodiversity from habitat destruction and unsustainable harvesting practices will cause some species to become extinct, threatening the availability of medicinal plants on a regional level. This article presents the findings of research conducted to investigate the sustainability of the harvesting practices of THPs, with specific reference to extinction-prone traditional medicinal plants in the study areas of the Limpopo province, South Africa. The main aim of the study was to determine the natural habitat of extinction-prone traditional medicinal plants, combining the insight of THPs with the ultimate goal of guiding research for the conservation, propagation and cultivation of traditional medicinal plants. The study adopted a qualitative research approach and data were collected using in-depth interviews. The findings indicate that the THPs’ practices are shaped by historical processes and local cultural values, social norms and their management strategies, which are influenced by a broad range of factors.     

Public and private higher education in South Africa in the context of the African renaissance

Abstract

This article examines the concept of higher education as a public good in relation to the currently evolving interface between public and private higher education in post‐apartheid South Africa. In order to illuminate the significance of the particular ways in which this public‐private divide is unfolding, the first part of the article sketches the history of the emergence of higher education from the South African public and private elementary and secondary education system, and reaches some conclusions about the social, political and economic considerations that drove the emergence of this dualism in the colonial era and during apartheid, and the emergent assumptions on education as a public good. Making use of Amartya Sen's thesis of development as the expansion of freedoms, the second part constitutes an examination of the manner in which the liberatory agenda of post‐apartheid education policy is shaping the current articulation between public and private higher education in South Africa. This is specifically with respect to issues of access, funding and knowledge acquisition and production. This article makes observations, not only about the consequences for development of the particular ways in which the public‐private divide is evolving and how the nature of the interface connects with issues of the public good in education, but also about the degree to which the drive for the marketisation of education is impacting on current understandings of education as a public good. In the very last section, a South African case study is used to provide broad commentary on the nature of the public‐private interface that may benefit development in the context of the African Renaissance.     

Local governance and spatial distribution of resources: The need to harness traditional leadership for service delivery in South Africa

Abstract

Using a combination of qualitative and quantitative data collection and analysis methods, the aim of the study forming the basis of the article was to examine how traditional leadership can be harnessed for the purposes of service delivery at the local level in South Africa. Specifically, the study sought to examine the juxtaposition of traditional and modern forms of governance in South Africa (institutional duality) and the role traditional leaders play in the provision and delivery of social and economic services to the sections of the population within their jurisdictions. The results of the study confirmed the existence of this institutional duality with regard to the Southern African institutional culture. In other words, even though traditional leaders no longer wield the considerable administrative, legislative and judicial powers they used to exercise over the chiefdoms, they are still very much part of the institutional culture of South Africa and the sub-region.     

The historical evolution of settlement patterns and trends in South Africa: Unlocking the log-jam of the unsustainable settlements impasse

Abstract

This article ascertains the underlying causes of the persistence of unsustainable settlement patterns and trends in post-apartheid South Africa. Despite positive development planning policy intentions in the post-apartheid South Africa, glaring deprivation and spatial inequality has persisted. The article is grounded in a chronological analysis of demographic, functional and regional economic dynamics at the different epochs of South Africa's history as well as the settlement policy and planning intentions. Its main finding is that the persistence of unsustainable settlement patterns and trends in post-apartheid South Africa is largely a result of misplaced settlement policies and strategies. They give knee-jerk responses to global, regional, national and local dynamics shaping settlement patterns and trends. The recommendation is that development planning initiatives should be informed by the dialectics of settlement facets at local, regional, national and global levels for them to deal decisively with the historical problem of unsustainable patterns and trends.     

Democracy,development and chieftaincy along South Africa's ‘Platinum Highway’: some emerging issues

South Africa's ‘Platinum Highway’ (Generally referred to as ‘the platinum belt’.) – ‘a 150?km continuation of platinum group metals (PGM)-bearing reefs’ [Havenstein, R. (2004). “The Platinum Highway – Where Does It Lead?” Accessed May 10, 2011. http://web.up.ac.za/sitefiles/file/EBIT-Innovate/The_Platinum_Highway-where_does_it.pdf, 1] – has ushered in a new era of considerable accumulation of mineral revenues by a few traditional authorities on whose communal lands platinum ore is extracted. The Royal Bafokeng community in the North West province stands as an epitome of this phenomenon. However, not much is known about the relationships at local governance level, particularly the interface of mineral wealth and community development. Adopting the Bafokeng community as an empirical case in this article, I argue that, despite some observed benefits, vast mineral wealth is likely to deepen tensions between local power holders within the sphere of rural local governance, thus paradoxically hampering development, particularly in a context where traditional authorities are the architects and champions of resource-engendered community development.     

The clash of ideologies: Notions of multiparty (liberal) democracy versus African systems

In South Africa traditional leaders, aka (also known as) chiefs or collaborators, had hoped that the new liberation political environment would retain and safeguard their deeply embedded cultural practices and values, which had existed for centuries, but had been partly violated during the colonial era. However, the new liberation era brought with it notions of liberal democracy—characterised by concepts of meritorious selections, based on democratic “elections”, a practice that further marginalised and frustrated hereditary cultural norms and practices, upon which the pillars and identities of each ethnic group or community were based. In discussing the complex and interlocking interests, epochs of colonial and postcolonial experience, the introduction of “foreign” meritorious notions that dispensed with the craved hereditary positions, the chiefs, traditional leaders and former collaborators appear to have been forced to abandon the liberation project and take up the issue of their survival as custodians of customs and chiefdoms; even against the messaging coming from the new political classes. Inevitably, this has created new tensions in the political governance of urban and rural communities, by elected officials who have either failed or succeeded to coopt traditional leaders. This article argues for a balance between democracy and traditional leadership that can inform modern electoral processes and modernise the cultural practices and eliminate unnecessary conflict and tensions.     

Against the law: Arthur Maimane’s pioneering hard-boiled black detective fiction in Drum Magazine

ABSTRACT

This article sets out to re-examine, and recover, South Africa’s first hard-boiled crime fiction created by a black writer: Arthur Maimane’s crime stories published in Drum magazine in 1953. Maimane wrote a series of stories about a black PI, styled on the American hard-boiled genre for Drum, a popular South African magazine aimed at a black audience, known for its borrowing from American popular culture. Mamaine’s fiction has been widely dismissed by generations of Drum critics, as “derivative” “imitation.” Repositioning the stories within the broader context of crime fiction suggests quite a different reading. Maimane’s stories reveal how tensions between the genre and laws in apartheid South Africa resulted in radical alterations to the hard boiled formula. Since Maimane’s stories precede Chester Himes’s African-American novels, they should be recognized as a pioneering example of black crime fiction that demonstrates the relationship between race and genre.     

The use of technology and leadership in enhancing strategic cooperative policing within the SADC region

ABSTRACT

The globalisation processes driving development and the transnational nature of crime require the collaboration of police within regions using sophisticated technology to combat crime. This article examines the role of technology and leadership in enhancing cooperative policing. Following a successful safety strategy during the 2010 Federation of International Football Association (FIFA) Soccer World Cup (SWC) tournament in South Africa, the aim of the article is to demonstrate how technology and strategic leadership contributed to the success of this event. The research conducted consisted of an extensive review of existing research publications on the state of policing in southern Africa; and a conference presentation by Lieutenant-General Pruis about policing the SWC from which key policing lessons have been extracted. The literature survey revealed the challenges of police forces and policing in the Southern African Development Community (SADC) as being primarily resource constraints, and socio-political environments that are not always conducive to effective policing. Conclusions drawn are that some of the lessons from the SWC, such as planning, budgeting, strategic leadership, regional and international cooperation of security personnel, community involvement, an informed media strategy and the use of technology to support these processes, can be replicated in regional policing operations.     

Towards a Model for International Collaboration and Partnerships in Teacher Education in Africa: Education for Sustainable Development in South Africa

ABSTRACT

Education for sustainable development allows all to acquire the skills, attitudes, knowledge and values essential for a sustainable future. This article argues that there is an urgent need to include sustainable development aspects in teaching and learning at all levels of education. Implementing Education for Sustainable Development (ESD) poses a new challenge for teachers and teacher educators. The role of international collaboration, partnerships and networking is increasingly becoming important in creating sustainable solutions towards green economies and programmes. The post-2015 global agenda for sustainable development should recognise the need for regional and international collaborations in forging lasting strategies for a sustainable future where education for all is relevant, reliable and accessible.

This article proposes a model for collaboration based on analyses conducted on a project on education for sustainable development programme involving key success factors for collaboration and focussing on the local and global stakeholders and their role in enhancing ESD among teachers. For this purpose, the four partner countries: South Africa, India, Mexico and India were examined to understand how ESD is implemented; how experiences are shared; and best practices incorporated into the programme. Local and global experts (ESD-Expert-net members) who developed an international core curriculum for teachers were involved. From the pilot, four country programmes, a conceptual model of seven levels of collaboration and partnerships for education for sustainable development to enhance teacher development among local and international partners was developed. This model is proposed to serve as a framework for education for sustainable development implementation in multinational collaborations and is discussed in relation to the post-2015 sustainable development perspective.     

Environmental technology assessment for enhanced green economy transition in South Africa

Abstract

South Africa has in place policies that promote green economy and sustainable development path. For example, the National Environmental Management Act Principle 3 states that development must be socially, environmentally and economically sustainable. The Environmental Impact Assessment (EIA) practice in South Africa was formalised in 1997 when the first set of EIA regulations were passed. The DEA EIA review report however suggested that the EIA does not contribute adequately to achieving sustainable development. To this end, a framework is outlined to incorporate the key elements of the environmental technology assessment (EnTA) to EIA, consequently strengthening the EIA process for enhancing green economy transition in the context of sustainable development. The method used consists of case studies and survey data. It is established in the article that there is a level of incorporation between some EnTA elements and issues considered in EIA. It is, however, also established that, of the twelve key elements of EnTA, institutional capacity is the least considered in the EIA. Further research is recommended to investigate the extent to which the lack of consideration for institutional capacity relates to the EIA not contributing to sustainable development.     

“Putting Food back on the table”: Decolonising towards a Sustainable University that Feeds Us in South Africa

Abstract

The higher education landscape in South African (SA) has recently experienced a wave of student movement organised under the #MustFall campaign, where students demanded quality and accessible higher education. This movement spoke against the colonial character of the curriculum, demographic representation, institutional cultures, and architecture of the university in South Africa today, which excludes the majority of the students who cannot access higher education in South Africa. It is in this context that the high cost of higher education was questioned, with some questioning the very “idea of the university”, and the role of the university in a society contending with income inequalities, unemployment, and poverty. This article seeks to position food at the centre of decolonising tools towards a sustainable African university of the future. Looking at growing levels of hunger, and the lack of access to food among our students, I argue that in putting food at the centre, regarding our understanding of the curriculum, shape, size, and future of the university in South Africa, we might begin to transform the exclusivist, uncaring and elitist spaces that define a university. In trying to rethink the ‘‘idea of the university’’ in South Africa I look at one of the enduring institutions of knowledge in African societies—uMakhulu (“Senior Mother/Grandmother”) as a body that can reconnect the African university to its matriarchal heritage, in order to define a university that can feed itself beyond the narrow neoliberal understanding of sustainability.     

Commonwealth Small States,Education and Environmental Uncertainty: Learning from the Sharp End

ABSTRACT

This paper examines the Commonwealth’s inclusive role in engaging with the distinctive challenges of education provision in small states, an agenda that is often neglected elsewhere. We examine the origins of Commonwealth work on education in small states, the nature of its comparative advantage, its role in facilitating small states’ engagement with international education dialogue and regional co-operation, and the demand and potential for ongoing Commonwealth support for education. Particular attention is given to experience within the Caribbean region and to the potential for the Commonwealth and the wider international community to learn from small states in the light of their distinctive educational challenges, achievements and priorities – and, most notably, their experience at the ‘sharp end’ of environmental uncertainty and climate change.     

The EU–South Africa Strategic Partnership and global environmental governance: Towards effective multilateralism after Copenhagen?

ABSTRACT

This paper uses an analytical framework drawn from organisational studies to unpack and evaluate climate change relations under the EU–South Africa Strategic Partnership. The article finds that, while the EU and South Africa share a common purpose and high-level climate goals, many of the formal organisational structures set up under the partnership to tackle climate change and the environment are weak and have fallen into disuse. At the same time several factors outside of the strategic partnership, such as South Africa's hosting of the Durban climate change meeting, have played a significant role in promoting climate cooperation between the two partners. Therefore, while the strategic partnership creates an additional opportunity for climate cooperation, it is by no means the only or even the most important instrument in the EU's foreign policy tool box for negotiation and dialogue.