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This study proposes a systematics for South African cultural landscapes. This study further aims to strengthen the analytical potential of the system by identifying a suitable platform for collaboration to supplement biophysical ecologies with the cultural ecologies. Item 4 of the aims of the National Heritage Resources Act No 25 of 1999 specifically states: that it is necessary to introduce an integrated system for the identification, assessment and management of the heritage resources of South Africa. Although all the aims mentioned in the Act are required for a complete management system for South African cultural resources, without a workable identification and assessment process, management will be ineffectual. This study addresses and proposes a systematics to accomplish this fundamental requirement of a complete management system. The research project is a proposal to the South African community of concerned individuals, institutions and agencies dealing with the conservation and protection of the cultural resources of the country. It is presented for consideration and adoption as alternative and supplemental management procedures. This research for cultural landscape management tools and techniques will supplement current programs by the relevant agencies who are considered to be holistic, combining African cultural perspectives on environmental values with the traditional western approach to conservation, thus amalgamating cultural and biophysical issues. The study is both qualitative and quantitative. It identifies and describes current conditions, and through the review of case study field data to test and correlate the documented data. All hypotheses are successfully proven and substantiated with both the critical review of the literature, the key interviews and the case study reviews. The sub-problems investigated each of the aspects to compile such a systematics. This thesis thus successfully proposes a systematic for the cultural landscapes of South Africa. This study recommends that the research into cultural differences and the relationship of various cultures to the biophysical landscape be extended and, furthermore, an alternative to the western way of documentation and mapping culture must be sought.
In this handbook, 60 authors, senior and junior educators, and researchers from six continents provide an overview of 200 years of landscape architectural education. They tell the stories of schools and people, of visions, and of experiments that constitute landscape architecture education heritage. Through taking an international perspective, the handbook centers inclusivity with an appreciation for how education develops in different political and societal contexts. Part I introduces the field of education history research, including research approaches and international research exchange. Spanning more than 100 years, Parts II and III investigate and compare early and recent histories of landscape architecture education in different countries and schools. In Part IV, the book offers new perspectives for landscape architecture education. Education research presents a substantial opportunity for challenging studies to increase the pedagogic and didactic, the academic and historic, and the disciplinary knowledge basis. Through a boundary-crossing approach, these studies about landscape architecture education provide a reference to teachers and students, policymakers, and administrators, who strive for innovative, holistic, and interdisciplinary practice.
In South Africa the amaXhosa rural communities are living in close relationship with their environment. These communities do not only depend on the natural environment to fulfill daily subsistence needs in respect to energy and selected food and medicinal products, but also to perform and fulfill their cultural needs. Several cultural practices are focused on either specific spaces or involve specific species. They reflect the specific lifestyle of a community and their way of interacting with the natural environment. At present increased attention is given to better understand this intimate interaction between cultural practices and biological diversity, often referred to as bio-cultural diversity, as a means to better comprehend the intimate interaction between the natural environment and the social and ecological processes, and to find new ways towards biodiversity and heritage conservation.
Social science researchers in the global South, and in South Africa particularly, utilise research methods in innovative ways in order to respond to contexts characterised by diversity, racial and political tensions, socioeconomic disparities and gender inequalities. These methods often remain undocumented – a gap that this book starts to address. Written by experts from various methodological fields, Transforming Research Methods in the Social Sciences is a comprehensive collation of original essays and cutting-edge research that demonstrates the variety of novel techniques and research methods available to researchers responding to these context-bound issues. It is particularly relevant for study and research in the fields of applied psychology, sociology, ethnography, biography and anthropology. In addition to their unique combination of conceptual and application issues, the chapters also include discussions on ethical considerations relevant to the method in similar global South contexts. Transforming Research Methods in the Social Sciences has much to offer to researchers, professionals and others involved in social science research both locally and internationally.
Maringe ought to be commended for putting together an invaluable contribution to our understanding of research into a complex education system in South Africa. This volume provides a useful foundation to the current state of education quality in South Africa including the impact of interventions. It also brings to the fore challenges still facing education transformation. The evidence presented which, taken together, lays out a coherent view of how improvements could be made. Albert Chanee Head of Planning, Gauteng Department of Education For too long the weight of educational scholarship produced in South Africa has been limited to that simple and standard form called the literature review. Now, for the first time, education researchers are provided with an African-based text on the concepts and methods of conducting systematic reviews. In this exceptional work of editorship, Felix Maringe brings together some of the leading researchers on South African education to model and demonstrate how to review a significant body of research on a chosen topic which is adjudicated strictly on the basis of the quality and efficacy of the evidence in hand. I have no doubt that this remarkable book will become a standard reference for educational researchers in and beyond the African continent. It will also lift the quality of educational inquiry by equipping a new generation of scholars with the capacity for doing evidence-based research that compels the attention of policymakers, planners and practitioners alike. Prof Jonathan Jansen Stellenbosch University