Ways of belonging: meanings of “Nature” among Xhosa-speaking township residents in South Africa
- Authors: Cocks, Michelle L , Alexander, Jamie K , Mogano, Lydia , Vetter, Susan M
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66021 , vital:28877 , https://doi.org/10.2993/0278-0771-36.4.820
- Description: publisher version , The concept of biocultural diversity, originally used to describe indigenous people and their ways of using and managing natural resources, has more recently been applied within the urban context to understand the variability of interactions between humans and nature. Significant progress has been made internationally in acknowledging the need to preserve and maintain green spaces in urban environments. Current efforts to address the need for greening urban areas in South Africa primarily focus on the establishment and maintenance of botanical gardens and parks as well as various green belts within the urban landscape. South Africa's urban areas are overwhelmingly shaped by the historical segregation of space and stark disparities in wealth. The distribution, quality, and extent of urban green spaces reflect this. Many township dwellers do not have access to these amenities and their interactions with nature are thus usually constrained to access to municipal commonages. This article explores how areas of natural vegetation in municipal commonages on the outskirts of urban centers in South Africa continue to offer places of cultural, spiritual, and restorative importance to Xhosa-speaking township dwellers. A case study from Grahamstown, an urban center in the Eastern Cape with a population of around 80,000, illustrates how ability to access and move through such places contributes to people's well-being, identity formation, and shared heritage. A case is made for adopting a biocultural diversity approach to spatial planning and urban development within the South African context.
- Full Text: false
- Date Issued: 2016
The landscape of childhood: play and place as tools to understanding children’s enviromental use and perceptions
- Authors: Alexander, Jamie K , Cocks, Michelle L , Shackleton, Charlie M
- Date: 2015
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/141165 , vital:37949 , DOI: 10.1007/s10745-015-9755-z
- Description: Research has shown that children are the greatest users of natural areas and that childhood experiences strongly shape adults’ environmental values. This project was designed to ascertain children’s environmental uses and perceptions in two rural villages in the Eastern Cape, South Africa, utilising children’s use of the environment for play and their sense of place as key focus areas. Several factors influenced children’s environmental use, including safety fears, increased consumption of western media and environmental restrictions imposed by the state, revealing how South Africa’s high level of violence against women and children contributes to gendered environmental use and knowledge, and bringing about concern for children’s cultural identity in an increasingly westernised world.
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- Date Issued: 2015
Inkcubeko Nendalo: a bio-cultural diversity schools education project in South Africa and its implications for inclusive Indigenous Knowledge Systems (IKS) Sustainability.
- Authors: Cocks, Michelle L , Alexander, Jamie K , Dold, Anthony P
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/141187 , vital:37951 , DOI: 10.1177/0973408212475232
- Description: South Africa is currently the world’s third most biodiverse country, with one of the highest concentrations of threatened biodiversity in the world. Emerging research reveals the increasing pressure on this biodiversity with many wild resources continuing to be utilised for livelihood purposes even within urban environments. The Rio conventions, particularly the CBD, call for an integrated approach to conservation that incorporates local environmental knowledge and practices. In a bid to market itself as globally competitive, South Africa’s Curriculum 2005 (C 2005) is primarily focused on Western-based scientific knowledge, which sidelines the contribution of indigenous knowledge systems (IKS) and ignores the holistic nature of indigenous worldviews. The Inkcubeko Nendalo programme is designed to revitalise cultural identity, showing children the value of local indigenous knowledge and cultural environmental values.
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- Date Issued: 2013