Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.511952
Title: Social learning within participatory, catchment-based water management processes in South Africa and Namibia
Author: Brown, Helen
Awarding Body: University of Sheffield
Current Institution: University of Sheffield
Date of Award: 2010
Availability of Full Text:
Access from EThOS:
Access from Institution:
Abstract:
Over the past decade, South African and Namibian governments have initiated processes of water-sector reform via new legislation (RSA, 1998; GRN, 2004), designed to promote increased equity, efficiency and economic and environmental sustainability of water resources. These objectives correspond to those of the discourse of integrated water resource management (Heyns, 2005; Woodhouse, 2008). Institutional reform is a key feature of the recent legislation. Participatory institutions are being formed, which are aligned to hydrological spatial units, such as water-user associations and basin management committees. These institutional spaces represent 'communities' of learning (Wenger, 1998; Johnson, 2007), and synergise with the concept of 'social learning' that links collective interaction and learning to concerted action in the collective and environmental interest (Roling & \Vagemakers, 1998; Keen et al., 2005; Pahl-\Vostl et al., 2007a; Ison et al., 2007). Drawing on the 'constant comparison' principle of grounded theory (Glaser, 1992), the thesis explores this concept of social learning using two case studies: the South African Kat River Water User Association (KatRWUA) and the Namibian Kuiseb Basin Management Committee (KuisebBMC). A multi-method research approach was used to elicit qualitative information, with data-collection methods including semi-structured interviews, ethnographic observation and secondary data sources (Denzin & Lincoln, 2002). Subsequent data analysis revealed a mismatch between the nature and outcomes of social learning processes within the case studies and the ideals of socially and environmentally sustainable behaviour, which are desired by both the integrated water-resource management discourse and by the South African and Namibian national Water Acts. Social learning, as a process for achieving these goals of social equity and sustainable social behaviour, was prevented by the five Ps: power relations, politics, personality, precedence, and the past.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.511952  DOI: Not available
Share: