In this article we explore the dynamic between the pedagogical and the urban, attending to 'agentive urban learning'. By this we mean processes by which young people build agency in the urban context, in using the resources of the city to develop their own agency and of developing agency to act within the city. By agency, we refer to the capacity to imagine and act to create individual and collective futures. Our interest is how young people develop such agentive urban learning themselves and how it might be enhanced pedagogically at school and university. Three case studies explore different facets-the first on how young people themselves develop this agency in situated settings and the tools that they use to reflect upon the future; the second how digital tools might be used to enhance students' understanding of the city as a site of change, in this instance, climate change; the third how such agency might be developed collectively in partnership with other city dwellers. We conclude that a diversity of students' engagement in urban contexts of learning offers ways from which to further investigate how identity, setting and stakeholder relationships matter as part of potentially sustainable agentive learning futures.
South Africa faces a multitude of social, economic and environmental challenges, which require well-considered planning efforts. However, the efficacy of the built environment professions to adequately plan for the current and future populations can to some extent be questioned. Factors that are arguably responsible for the failure of the professions to achieve the desired outcomes include the following: (1) the inability of professionals to comprehensively analyse community problems and (2) although the various professions might work on the same issues, they largely fail to transcend disciplinary boundaries. This state of affairs can in part be linked to the role of higher education, which is in a good position to equip future professionals with the skills required for the analysis of diverse societal problems. In spite of the importance of education and training, there is a paucity of literature that explore ways in which the South African higher education sector instils transdisciplinary thinking and, accordingly, imparts the requisite soft skills to students. Using the case study of Cape Peninsula University of Technology in Cape Town, the aim of this article was to present efforts that are pursued towards instilling transdisciplinarity in students. The efforts revolve around community service-learning pedagogy, which grants students a platform to work in close collaboration with communities. In the process, students and community members develop an in-depth understanding of the community’s problems and how they could be collectively resolved.
Communal areas in South Africa invariably lack cadastre and other information needed for sustainable planning. Usually land ownership is unclear and only limited state capacity exists in providing basic services infrastructure. This paper describes community mapping as a participatory means to encourage development. The impact of community-based mapping is assessed and if participatory methodology can fulfil its well-known objectives. Reflections on two community-based mapping projects facilitated with residents show that in these circumstances, community-based mapping is effective in bringing about change. Flamingo Crescent is an urban informal settlement located in Lansdowne, Cape Town. Informal settlements such as these are high density and organic, making service delivery difficult due to the lack of space. Re-blocking is an in-situ method of upgrading an informal settlement so that basic service and access can be provided. The Goedverwacht Moravian Mission Station in the Western Cape has no internal cadastral boundaries and therefore the spatial framework is fuzzy and confusing. The objective of the study is to use a mapping technique that is economically viable, fast and at an accuracy determined by purpose rather than technical and legal requirements for formal land registration. Findings spotlight some of the advantages of community-based mapping during these projects by assessing their impact using critical outcomes of participation, empowerment and ownership.
Land is a fundamental resource that provides a foundation for the economy. Despite a wide range of studies on land governance systems, there is a lack of literature that analyzes the ability of communities to manage a change to different land governance systems. The study aimed to analyze the potential for the Goedverwacht communal settlement in the Western Cape province, South Africa, to transition from a hierarchical governance structure to one based on a communal land governance system. This aim was addressed by answering the research question: What are the roles, expectations and management strategies of the institutions and stakeholders participating in land governance? The study considered the community’s desire to maintain its communal settlement’s existence, and the choice between communal or individual freehold land governance. To understand these issues, the study utilized a framework that includes three theories: the theory of planned behaviour, the theory of institutional capacity, and the critical theory. (2) Methods: Through a survey, qualitative interviews, and focus group discussions, the study analyzed various underlying factors that influenced land governance and the land governance system desired by the community. (3) Results: The findings reveal that power dynamics and conflicting interests significantly affected the community’s ability to manage potential modernization resulting from land reform. While establishing land rights can positively impact economic growth and social mobilization, the lack of the communal settlement’s central government’s capacity to manage modernization effectively can lead to instability.; (4) Conclusions: The paper concludes that balancing institutionalization and modernization is crucial for effectively managing the transition to new land governance systems.
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