Masters Degrees (School of Public Leadership)

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A case study from a gold mining company : a call for leadership towards more sustainable futures
(Stellenbosch : Stellenbosch University, 2011-12) Makuluma, Hlombe Azukile; Annecke, Eve; Stellenbosch University. Faculty of Economic and Management Sciences. School of Public Leadership.
ENGLISH ABSTRACT: Gold mining in South Africa is an industry that is more than a century old. The impact of gold mines on communities and the environment are enormous. This thesis is a case study based in one of the major gold producers in South Africa that has been in operation for more than 50 years and has more than 30 years of life still left. Exploring the impact mining has had on communities and the environment, this thesis is a call for leadership action towards sustainable futures. This call is made through a suggested sustainable development leadership framework. Georgius Agricola gave a warning regarding the devastating environmental impacts of mining as early as 1556, however mining still has the same negative impacts to the environment and people. The argument in this thesis is that, it is only through genuine leadership that the impacts of mining can be mitigated. However leadership is looked at not from the position of the leader or the leadership style but from the belief system of the leader when it comes to environmental management and community development. The motivation for the study was based in observing how leadership at our Gold mine rallied behind prevention of mine closure when the mine was faced with electricity crisis in 2008. The electricity crisis demonstrated that it is through genuine and committed leadership that all challenges can be overcome including sustainable development crisis. The call for leadership at our mine is to demonstrate the same leadership commitment in addressing environmental and community development challenges. The literature review begins by highlighting sustainable development global challenges and initiatives to address them. This is followed by impacts of gold mining on society and the environment around the various regions of the world. Leadership belief systems are then discussed, highlighting, how belief systems influence the way a leader responds to environmental issues. In developing the sustainable development leadership framework findings from observations, conversations, interviews and focus group discussion that were conducted throughout the mine are presented. The aim of the research was to determine the understanding of employees on the impact of our company on communities, environment and themselves and also the employees’ opinions of leadership. The findings were that the majority of employees believe that leadership is not genuine in addressing community, employee safety and health, and environmental issues at our company and through interviews with leadership, the findings are that, environment and community issues are done for compliance and reputation purposes with no genuine belief that they should be done. To address this understanding a call to leadership is made through a suggested sustainable development leadership framework that takes into consideration the findings from the case study. The thesis ends by proposing that this suggested framework should be tested further within our company.
A critical analysis of the Gqunube Green Ecovillage project
(Stellenbosch : University of Stellenbosch, 2006-12) Holmes, Vaughan; Annecke, Eve; University of Stellenbosch. Faculty of Economic and Management Sciences. School of Public Management and Planning.
The word ‘ecovillage’ is evocative of a kind of human settlement that exists in complete harmony with nature and examples of such settlements are indeed in existence almost everywhere in the world, some nearly half a century in the making. The Gqunube Green Ecovillage near East London can hardly be described as one of a proliferation of such settlements in South Africa, but it is anticipated that an examination of that project will contribute to the limited academic literature on the topic of sustainable human settlement. In Chapter 1, this thesis introduces the Gqunube Green Ecovillage and, in the following six chapters, traces its origins and demonstrates how models for ‘ideal’ human settlement developed. It explains how and why an international ecovillage movement reached South Africa and how Reverend Roger Hudson responded to that movement by starting the Gqunube Green Ecovillage in South Africa. The conclusion is that Reverend Hudson has achieved his primary objective, namely the establishment of an ecovillage, but the challenges described in this thesis have been significant. One of the most significant potential stumbling blocks to the future smooth management of Gqunube Green is its own regulatory environment that dictates the relationship between the settlers and their ecovillage. The proposed sociocratic management style, combined with a strongly spiritual, eco-theological objective, is driven by a strongly worded and rule-orientated ecovillage constitution that is shown in Chapters 2 and 3 to have the potential to both alienate and unite the inhabitants of the Gqunube Green Ecovillage – depending on how it is interpreted and enforced. The external regulatory environment, both enabling and restricting development, is analysed in Chapter 4. National, provincial and local government legislation, policies and guidelines intersect to influence the progress of the Gqunube Green Ecovillage, creating opportunity for controversy between conservationists and developers. However, the debates between the various interest groups over the appropriateness of various development options for the east bank of the Gonubie Estuary were largely incidental and somewhat irrelevant to the delays in the development of the Gqunube Green Ecovillage that are described in Chapter 5. Although bureaucratic delays in the formal process of development have restrained the full rollout of the ecovillage project, the Gqunube Green Ecovillage was eventually established at the end of 2005 and the chronology leading to this milestone is described in Chapter 5. Chapter 6 of this thesis examines the timing of the Gqunube Green Ecovillage project within a changing and enabling paradigm shift, enabled by cooperative local government and efforts at the integration of legislation and policy to align with the constitutional aims of sustainable development. The concept of an ecovillage is not always acceptable to everyone as the ideal development model, especially when big business has a stake. However, it has been argued that the very fact that the establishment of an ecovillage has succeeded where big business was about to establish itself is a victory in itself for the founders of the Gqunube Green Ecovillage.
Early childhood development as a pathway to sustainable community development
(Stellenbosch : University of Stellenbosch, 2011-03) Spies, Magdelien; Annecke, Eve; University of Stellenbosch. Faculty of Economic and Management Sciences. School of Public Leadership.
ENGLISH ABSTRACT: This study investigated the possibilities of early childhood development (ECD) as pathway to sustainable community development by means of a literature survey and practical research. The main objectives were to determine the usefulness of integrated, ecological ECD as entry point to sustainable community development, to determine how this might be achieved and to reflect on the benefits and limitations of sustainable community development through ECD. A review of the literature emphasized the importance of ECD, as early childhood is foundational for the establishment of lifelong skills, knowledge, values and attitudes. The need to enhance capabilities for sustainable development from a young age is becoming increasingly urgent as the world braces itself for a future likely to be characterised by a ‘global polycrisis’ which includes climate change, resource depletion, poverty and food security. Integrated, ecological ECD exposes children to a worldview that acknowledges complexity and interdependence. This contributes to their ability to be agents of change that imagine and create alternative futures on community, national and global levels. Conceptualising ECD spaces as integrated ecological ‘hubs’ for sustainable community development is a way of enhancing community capabilities for sustainable development by facilitating synergies between various projects, promoting intergenerational learning and ensuring that children are central to all community development initiatives. The practical research focused on the Lynedoch Crèche as a working example of an integrated, ecological ECD ‘hub’ for sustainable community development. The purpose of this case study was to contribute to the attainment of the research objectives by balancing theory with the intricacies of praxis. The main findings of the case study pertain to the need to inform ECD by a deeply ecological and integrated worldview that places children at the centre of sustainable community development. The importance of deriving context-specific methodologies and solutions that stem from an intricate knowledge of the socio-ecological environment was emphasized. The research indicated that the core challenges to this approach relate to capacity, leadership, financial viability and institutional arrangements. The conclusions drawn from the literature survey and the practical research suggest a useful role for ECD as entry point for sustainable community development. I further conclude that there is no single conception of what an integrated, ecological hub for sustainable development might entail. Rather, these ‘hubs’ must be born from worldviews rooted in complexity and interdependence and an ecological educational paradigm that is inspired and informed by the local socio-ecological environment. The principle benefit to this approach relates to the fact that community capabilities for children-centred sustainable development are enhanced in concurrence with the high quality ecological education of its children. The greatest limitation of this approach is that its success hinges upon the capacity of teachers to fulfil multiple roles and provide leadership in largely unchartered territory.
Exploring a sustainability imagination : a perspective on the integrating and visioning role of stories and symbolism in sustainability through an alternative education case study
(Stellenbosch : Stellenbosch University, 2008-03) Beyers, Christelle; Annecke, Eve; Stellenbosch University. Faculty of Economic and Management Sciences. School of Public Management and Planning.
In a modern world of fragmentation and embedded dualisms, access to the imagination and creativity seems minimal, especially in science. Human beings and nature, science and the imagination (art), and spirit and matter (body) – these dualisms permeate our sciences and other disciplines, as well as the way we envision the future and educate children about the environment. Sustainability positions a key debate for the future and mediates intergenerational equity (it thus in a way captures the future). Sustainability further proposes an ecological approach wherein systems thinking, holism and the exploration of new (extended) forms of knowledge are subtly starting to reshape the future outlook of the planet. A personal reflection on my own alternative learning process with the Sustainability Institute (SI) resulted in a deep concern and intrigue about the symbolic base of sustainability learning. Imagination, art (stories) and symbols played an intrinsic role in how I integrated many of the empirical and non-empirical, as well as scientific and meta-physical, aspects of the learning. These intrigues led me to explore the nurturing education opportunities that might exist for children to engage with the imagination, art and alternative aspects of education as integrative aspects in learning. Waldorf education claims to use stories in this regard. Waldorf education – together with a review of the role of environmental education – is the case study of this research. This is an inherently transdisciplinary study and, although literature in the separate fields abounds, a comprehensive literature review conducted for this study revealed a gap in research related to the interface between areas of symbolism, sustainability and education (“symbolism-in-sustainability-in-education”). The study is underpinned by the following fields: • Sustainability (with a strong focus on environmental ethics) • Literature (traditional stories) • Psychology (psychoanalytical and environmental psychology) • Education (environmental, Waldorf and finally sustainability or ecological education) This study thus explores the role of the imagination and symbolism, both being ontologically recognised, as well as stories to integrate some of the dualisms prevalent in our modern world, dualisms that are contributing to the reigning ecological crisis. In addition, it focuses on the role of these functionalities to access and open up other forms of knowing in science (with particular application to the built environment/ and planning), which supports the claims of sustainability and sustainability science. I conclude by briefly highlighting a pattern that proposes a way of connecting the ideas in this study in support of ecological education (the future) – and thus sustainability – in an enduring and deep-seated way that is intrinsically human[nature].
Incorporating an Earth Jurisprudence approach into South African environmental law for the protection of endangered species : options and challenges
(Stellenbosch : Stellenbosch University, 2016-03) Van Rooyen, Carla; Jansen, Raymond; Annecke, Eve; Stellenbosch University. Faculty of Economic and Management Sciences. School of Public Leadership.
ENGLISH ABSTRACT: Many South African species and habitats are threatened by various human activities including illegal poaching of species such as rhinos, which is threatening the survival of the species. This study explores the anthropocentric basis of the South African legal system and the resulting failure of our legal system to protect the environment. As a result, this study examines the concept of Earth Jurisprudence as an alternative to the aforementioned traditional anthropocentric legal system. Earth Jurisprudence is a legal philosophy which proposes that rights be extended to other species to ensure the protection of nature. Through the study of available literature on the subject, this research explores the core principles of Earth Jurisprudence and identifies key case studies where Earth Jurisprudence has been incorporated in legislation, and the catalysts which led to the implementation of an Earth Jurisprudence approach in the abovementioned contexts. By analysing the above data, this research makes a number of recommendations as to how this approach can be incorporated into a South African context, including a cross-cutting limitation clause which could potentially limit the friction between rights for nature and human rights. Finally, the study explores the capacity for legislation to shape social pro-environmental behaviour, and determines that the law is a tool which can be utilised for the purposes of positive social engineering.
The integration of school garden activities, the classroom and the feeding scheme : a case study of two primary schools in Tigray, North Ethiopia
(Stellenbosch : Stellenbosch University, 2014-04) Blom , Sofie Clara; Annecke, Eve; Stellenbosch University. Faculty of Economic and Management Sciences. School of Public Leadership.
ENGLISH ABSTRACT: In an increasingly complex world where food security remains a challenge in many areas and especially Africa; it is essential to educate children about food – from production to consumption; and to ensure they eat enough as this is a crucial factor for concentration and learning abilities. How can we teach children about food in a sustainable way? This study focuses on schools in Tigray, Northern Ethiopia, which have a school feeding programme, school garden and nutrition curriculum. The question studied is: To what extent do two primary schools in central- and east Tigray (North Ethiopia) integrate the feeding scheme, school garden and nutrition curriculum? The methodology chosen is a case study and the empirical data was collected through interviews, surveys and observations. Principals of 14 schools were interviewed about the school gardens, curricula and school gardens. Two schools were then selected for a further in-depth research. The school gardens, mostly initiated by the staff, serve the purpose of creating income for the school and teaching students the skills of gardening. The curriculum is standard for Tigray and focuses on different food types and creating a balanced diet. The school food in most schools is provided by the World Food Programme (WFP), but some exceptions exist. This research shows that integration between the three objectives will be beneficial. Obstacles include getting the staff ‘on board’ as a priority and controlling the unification of the three, for example schools feel that they have less ownership over the feeding scheme because it is organised by an external NGO. This study suggests stakeholders view school gardens, nutrition education and school feeding schemes under one umbrella for the ultimate benefit of creating a sustainable model to teach about food. The case study provides an insight to the specific challenges in Tigray, Ethiopia but important conclusions can also be generalised.
Just facilitation : facilitating sustainable social change in contexts of injustice
(Stellenbosch : Stellenbosch University, 2011-12) Freeth, Rebecca; Annecke, Eve; Stellenbosch University. Faculty of Economic and Management Sciences. School of Public Leadership.
ENGLISH ABSTRACT: See ful text for abstract
Methods of engagement; a transdisciplinary learning approach to the problem of the Eerste River
(Stellenbosch : Stellenbosch University, 2016-03) Meyer, Gwendolyn Mary; Kaden, Marthie; Annecke, Eve; Stellenbosch University. Faculty of Economic and Management Sciences. School of Public Leadership.
ENGLISH SUMMARY: The concern of this study is with the persistent crisis of the Eerste River in Stellenbosch and its relevance in the Anthropocene. In this study, the river is both a lens onto uneven urban development and an instrument for sustainability as a social movement. The thesis makes two proposals. The first activates the river as part of the larger knowledge environment of a watershed and proposes that a watershed is a way to imagine the interrelationships of place. In this way, a watershed as a common Thing can activate collective identity and engender care. However, a watershed as a knowledge environment is complex and diverse. The second proposal of this study is to examine how participatory photography can connect social networks to co-create knowledge about identity in this complex environment. The location for this case study was at the ecologically designed Research Centre in the informal settlement of Enkanini. However, the participatory photography workshop encountered difficulties, and this led to multi-layered methods of engagement in Enkanini that included walking and conversation. The images from the participatory photography workshop describe an intimate story about a place. When publically exhibited in Enkanini, unexpected audience participation emerged, and the photographs elicited further knowledge. The result is a public visual ethnography of place that could be used in a conversation about the identity of the Stellenbosch watershed. Underpinning the research is the flexible and iterative approach of Transdisciplinary Research Methodology (TDR).
On my watch : a review of the environmental education literature with particular reference to South Africa, and South African teenagers
(Stellenbosch : Stellenbosch University, 2015-04) Murray, Robin Anne; Annecke, Eve; Stellenbosch University. Faculty of Economic and Management Sciences. School of Public Leadership.
ENGLISH ABSTRACT: About half a million students matriculate from South African high schools each year, with limited environmental education and an underdeveloped capacity to live sustainable lives. This does not seem to be the case in some other parts of the world, where many high school students appear to be receiving education that is relevant to the socio-ecological crisis. The rationale of this thesis was to understand this phenomenon and explore what could be done to improve the situation for South African teenagers. This was a desktop study based upon systematic literature review methodology. The primary research objectives were to describe the local context of the study, explore emerging environmental education theoretical themes and detail a number of practical initiatives from around the world. The research process culminated in the fourth objective, which was to consolidate the work into key learnings for South Africa, with particular reference to South African teenagers. A backdrop to environmental education was provided that included a discussion on the global socio-ecological crisis, development and sustainable development in South Africa. The definition and use of the term “environmental education” was justified. In this instance, it is an inclusive definition that incorporates eco-literacy, ecological learning and education for sustainability. In addition to this, a brief comparative history of sustainable development and environmental education has been tabulated. Key theoretical themes in environmental education cluster around the centrality of place. Six themes are presented, namely space and place, trans-national education and third-culture kids, claims of transformation, principles of environmental education, institutional innovation, and the sustainability researcher. Three kinds of practical initiatives emerged in the literature review. These are “green fields” environmental education (brand new institutions), “moving train” environmental education (adaption of existing organisations) and “plug-in” environmental education. Eight initiatives are described, providing examples for all three of these groups. The key learnings for environmental education in South Africa and South African teenagers conclude this thesis. Among other key learnings, the value of the radical perspective is presented, as well as the benefit of perceiving environmental education through different lenses, including a historical one. The link between environmental education and food is explored. It is suggested that the theory and praxis of place-based education exerts a gravitational pull on many aspects of this work. It seems that place-based education provides a “holding space” for environmental education in South Africa, and a starting point for future research or practical application.
Project proposal : to construct and manage Moya weKhaya - spirit of home : a cultural centre in Khayelitsha, Cape Town
(Stellenbosch : Stellenbosch University, 2008-03) Wright, Yolande; Annecke, Eve; Stellenbosch University.Faculty of Economic and Management Sciences. School of Public Leadership.
ENGLISH ABSTRACT: This study consists of a proposal to construct and manage Moya weKhaya, a cultural centre on a vacant site linked to an existing park in A Section, Khayelitsha. The cultural centre is an innovative vision of urban renewal. The intention is to contribute towards addressing current social and cultural needs and challenge the historical realities of apartheid planning. The concept was initiated by two community-based organisations (CBOs) and the proposal has been developed through a series of meetings and workshops with the initiating CBOs. The approach to the project, from its inception, was based on a communicative planning approach and the intention of this proposal is to stimulate dialogue with government and other potential partners and garner support for the project. The proposal presents the rationale, vision and objectives of Moya weKhaya and describes the background and context in which the project was formulated. It locates the project within the current South African legislative and policy framework and within current planning discourse. The thematic and ecological approach to the architectural design is presented and the proposed usage of the cultural centre and the envisaged activities are described. Strategies to raise funds for capital costs and partnership options are explored. A preliminary operating budget and income generating strategies to maintain the centre are presented. Potential challenges and solutions are discussed. The proposed cultural centre is an ambitious, costly, and complex project and it raises two fundamental issues. - The challenge to the CBO partnership to raise its own capacity to implement and manage the project on its own and / or to negotiate and formalise a public-private partnership to build and manage the centre. - The challenge by the CBOs to government in particular to support the project and bridge the gap between the legislative framework that promotes grassroots driven development and the institutional mechanisms (and political will) to facilitate such processes. This proposal is an attempt to present a framework in which to address these issues.
The role of indigenous governance system(s) in sustainable development : a case of Moshupa Village, Botswana
(Stellenbosch : University of Stellenbosch, 2007-03) Moatlhaping, Segametsi Oreeditse S.; Annecke, Eve; University of Stellenbosch. Faculty of Economic and Management Sciences. School of Public Management and Planning.
The study investigates the role of indigenous governance systems in sustainable development at Moshupa, Botswana. Due to time limitations, this research study has only been able to provide a basic understanding of the role of indigenous governance systems in sustainable development. The study is primarily qualitative and generated data through the use of instruments including document analysis, focus group discussions and semi-structured interviews. A sample of thirty-five (35) respondents from both sexes, aged twenty-eight (28) years to eighty-two (82) years constitutes the study. The sample was drawn using a “snowball sampling” procedure. Specifically, some key informants were chiefs from neighbouring villages who have an impact on the history of Bakgatla-ba-ga-Mmanaana and/or Moshupa village administration (Kanye, Thamaga, Mankgodi, Molepolole, Ramotswa, and Tlokweng), village elders and traditional doctor; whilst other respondents were selected from tribal wards, village development committee, water affairs department, crèche, Botswana Police service, sub-landboard, elected political councillors, and the youth movement because of their positions and understanding of the socio-economic and ecological processes in the community. Findings of the study indicate that like in many African countries, indigenous governance in Botswana covers a broad spectrum of issues including the participation of community in the local economy, environmental issues and social relations. The study further reveals that the quality of indigenous governance, despite its short comings, has provided communities with a solid foundation to cope with unprecedented development changes; enabled communities to ...
Spaces for enchantment and the unknown : fairy tales, complexity thinking and a search for new ways of dreaming : children-centred sustainable development
(Stellenbosch : University of Stellenbosch, 2009-03) Guyot, Amelie M. L.; Annecke, Eve; University of Stellenbosch. Faculty of Economic and Management Sciences. School of Public Management and Planning.
This research explores spaces for enchantment and the unknown, exploring our relationship to fairy-tales and alternative ways of dreaming that break from a modern worldview, using complexity thinking as lens. I conducted extra-mural group work with two groups of adolescents from disadvantaged backgrounds. I considered the world young people receive at a metaphysical level; the world they dream of, connect to and enact. My thesis is based on the premise that we must act towards a ‘sustainable unknown development’ that goes beyond modern deadly homogenisation. The research objectives were as follows: Firstly, to explore the relationship between dreams (about the future) and a sustainable future. Secondly, to reflect, based on the group’s holding-space, on our relationship to dreams. Thirdly, to reflect on possible alternative ways of approaching the unknown and enacting enchantment to create change. Fourthly, to explore the importance of imagination and creativity with regards to the above. I review literature pertaining to the affects of the modern paradigm, specifically in its fairy tale blueprinting form, on our world. I argue that this paradigm is currently dangerous to the earth as a living system; causing the oppression and abandonment of nature, the feminine, children and our imagination. Alternative ways such as states of ‘interbeing’, polycentric thinking, and the experience of thresholds and heterotopian spaces where differences meet, are considered. The importance of personal experience and imagination in building resilience and meaning in the unknown are emphasised. My research uses a practical design of ‘enchantment methodology’. Methodologically it tries to tackle some ontological questions, considering different approaches in which negotiation is possible at a metaphysical level. My findings were that although alternative approaches do exist they cannot be generalised in a modern thinking way. Beyond the modern numbness and the tantrums of breaking away from its devastating divides, is the potential of inner wisdom found in our own hearts. Recommendations are that more holding spaces are created to promote an alternative relationship to the unknown to nurture a sense of enchantment.
Spirituality and nature in the transformation to a more sustainable world : perspectives of South African change agents
(Stellenbosch : Stellenbosch University, 2011-12) Lockhart, Helen; Annecke, Eve; Stellenbosch University. Faculty of Economic and Management Sciences. School of Public Leadership.
ENGLISH ABSTRACT: The central premise of this thesis is that humans are disconnected and alienated from Nature and it proposes that we need to attempt to restore this connection in order to overcome the current socioecological crises which threaten our survival as a species on the planet. In response to the research question as to whether a spiritual relationship with Nature could assist in the transformation to a more sustainable world, this study examines the concepts of Nature and spirituality and the relationship between them and, in particular, explores the spiritual practices and human-Nature connections experienced by six South African change agents. The objectives of this exploration are to present individual stories which could be used as case studies in learning for sustainability and to promote and encourage deeper conversations about what a more sustainable world might look like. Given the argument that our disconnection and alienation from Nature is at the crux of the planetary polycrisis and that we face a crisis of spirituality with regards to our relationship with Nature, this thesis explores the concept of Nature in depth, taking into consideration different cultural interpretations, environmental ethical positions and perspectives of Nature held in ancient times. Some of the key arguments as to why humans are disconnected from Nature (science, loss of indigenous knowledge, colonialism, capitalism, globalisation, religion and technology) are presented and I consider the implications of the human-Nature disconnection. A comprehensive literature review presents the key sociological crises, including climate change, ecosystem degradation, inequality and poverty, peak oil, urbanisation and food insecurity, which underpin the planetary polycrisis, and also discusses sustainable development, which arose as an attempt to respond to the planetary polycrisis. I argue that mainstream sustainable development is anthropocentric and perpetuates consumption by means of the current economic system. In light of my research question I propose that spirituality could serve as a bridge between humans and Nature. The understanding of spirituality which informs my approach implies a heightened awareness or consciousness, the capacity for deep reflection and compassion, and a profound sense of what it means to part of the web of life – to be another living, breathing, sentient being in Nature without the hierarchies which are often dictated by religious forms of spirituality. It is a spirituality integral to daily life, which informs the decisions about the way we live, and which is expressed through action, i.e. spirit-in-action. While I acknowledge the role that religion could play in the transformation to a more sustainable world, I highlight a number of practices, including mindfulness, meditation, rituals, poetry, re-learning from indigenous knowledge and wisdom, and restoration, which could perhaps assist in moving towards a deeper connection with Nature. In reflecting on what kind of transformation is needed I refer to complexity theory and systems thinking, and earth jurisprudence as examples of transformative paradigms. Given that this is a qualitative study, I have used heuristic inquiry, reflexivity, narrative and poetics in my research approach and conducted in-depth, semi-structured interviews with six South African change agents (three women and three men). I have documented their stories as narrative summaries, focusing particularly on their spirituality with respect to their relationship with Nature. I have then considered the emerging themes which point to what might be required in order to create sustainable futures. While there are issues of contention surrounding each of the concepts of Nature, spirituality and sustainable development, the change agents agree that there is a definite relationship between them and that they could help to direct our lives towards sustainability. Irrespective of how each of these concepts is defined, it seems that we need to be thinking about what kind of lives we want to live and what kind of lives future generations will be able to lead on a planet with a limited carrying capacity. As to whether a spiritual relationship with Nature could assist in the transformation to a more sustainable world, it seems that it is not so much a relationship, but a deep understanding and conscious awareness or knowing of the interconnectedness and interdependence between Nature, spirit and the essence of being human. Based on the input from the six change agents, I recommend a number of shifts within individual human consciousness, in our communities and within broader society to promote sustainable living. Other recommendations include the possibility of ecopsychology playing a greater role within the sustainable development discourse and ongoing research to continue to provoke conversations about the human- Nature connection and the implications this has for sustainability. While this work is clearly an academic investigation, it has also been a personal undertaking in that I have explored my own spiritual journey, considered my relationship with Nature, and learned more about my role as a change agent in the transformation to a more sustainable world.
Towards a “new moment” in Life Sciences Education: Facilitating critical complexity thinkers in South African secondary schools
(Stellenbosch : Stellenbosch University, 2016-03) Noel, Gerard Vernon; Annecke, Eve; Murray, Robin; Stellenbosch University. Faculty of Economic and Management Sciences. School of Public Leadership.
ENGLISH SUMMARY: The global polycrisis, particularly ecological degradation and humans’ estrangement from nature, is an epistemological crisis that has been created by an industrial, mechanistic and reductionist way of knowledge creation. As our knowing informs our way of being and acting in the world, this study attempts to answer the call for urgent educational reform in promoting a critical complexity approach to Education for Sustainable Development (ESD). Using the South African Life Sciences curriculum and a theoretical framework developed through literature on complexity theory, systems theory, ecoliteracy and ESD, a teaching and learning experience entitled the Working with Nature (WWN) project was developed. Six diversely different secondary schools from the Western Cape of South Africa participated in this project which through participatory action research (PAR), explored the effect that it had on the thinking, values and knowledge of both teachers and learners. From a thematic analysis on the emergent narratives, it was found that that the learning experience did promote integrative thinking and value tendencies and that there was growth in both the explicit-formal and explicit-informal knowledge typologies of the participants. Other key themes that emerged from the experience were diversity values, grit and resilience and contextual thinking. Themes that emerged that were more teacher specific were around process rather than product learning and learner-centeredness. The implications of this research are vast, however mainly suggest that mainstreaming a critical complexity learning experience is possible and that perhaps this may be the start of a transitioning towards a “new moment” in Life Sciences education, which translates not only into ESD, but also a complexity ethic – creating mindful teachers and learners who engage and participate in the world sustainably. Further studies are necessary in developing strategies for reform and transformation within all education levels towards effectively implementing ESD.
Towards sustainable futures : exploring ecological learning in early childhood development
(Stellenbosch : Stellenbosch University, 2013-03) Pangeti, Patricia R. R.; Annecke, Eve; Stellenbosch University. Faculty of Economic and Management Sciences. School of Public Leadership.
ENGLISH ABSTRACT: The end of the 20st and beginning of the 21st century is characterised by a multiplicity of ecological complexities and alterations that are impacting both nature and humankind negatively. Such ecological problems are an indicator of unsustainable living by humans in societies, with inadequate natural resources management. These ecological intricacies are exacerbated by the increasing disinterestedness and detachment of children from the marvels of the natural world resulting in the creation of generations of ecologically unconscious citizens and imbalanced ecosystems. It seems apparent that in this ecological crisis, it is the poor and, in particular, the younger generations that are most affected. In this context; how can the manifest and evolving ecological crisis be reversed? This study is an inquiry into the usefulness of ecological learning in ECD, towards developing conscious future citizens who promote sustainable and ecological balance on the earth. The core objective is to understand current trends, scope, content and methodologies involved in ecological learning and how they may assist in preparing a proecological generation. The study employs a literature review methodology to explore the concept of ecological learning in ECD; examining the application of this paradigm to the sector of ECD through an exploration of the practice of ecological learning in 2 case studies of ECD centres (the Lynedoch EcoVillage and Campus Kindergarten) that place ecological learning at the core of their practice. Using a review of literature on ecological learning and ECD and the two case studies, the study attempts to demonstrate ecological learning practices in ECD centres. The teaching and learning practices in such centres project ECD to be the primary stage whereby ultimate growth, development and learning are created and therefore a vital platform for mentoring an ecologically mindful generation of citizens. However, on the other hand, the study also observes that the scale at which ecological learning is taking place around the world is too negligible to have a large impact in producing a generation of ecologically informed citizens. The study, then, recommends a paradigm shift in the content and methodologies that prioritise ecological learning in ECD both as a way of preserving the ecology and promoting sustainable development. The study therefore suggests, (1) Underpinning ECD with transdisciplinary ecological learning within local contexts (2) Linking ecological learning to ECD may contribute to ‘just transitions’, and (3) Attending to the growing need of new ways of being that can generate connectedness and belonging in a postconsumerist society seem best inculcated at early ages.

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