We have one planet that we call home and its resources are being depleted. While the richer nations have historically gained the benefits of our natural resources, poorer nations have often borne the brunt of the environmental costs. South Africa is one of the most unequal societies in the world, and this provides us with a world in a microcosm in which to engage with some of the key eco-justice issues that we face.
This course provides an opportunity for students to experience these differences, to grapple with some of these key issues, and to learn lessons about development, justice and the environment that they can apply to whatever career they hope to embark upon.
Eco-justice requires a multi-disciplinary approach and this course does not, therefore, require students to have a biology or natural science major.
This course is primarily presented through experiential learning techniques. It therefore consists of six fieldtrips and four classroom based interactive sessions. (For session dates and descriptions please see Appendix 1, provided at the end of this document).
We believe that the world needs leaders skilled in the field of sustainable development. We hope to inspire our students to become part of that leadership.
Learning outcomes:
Develop knowledge and understanding of key sustainable development concepts and eco-justice in Africa
Gain an in depth understanding of the application/implementation of sustainable development in the South African context.
Critically analyse current South African environmental challenges from an environmental-justice perspective.
Method of presentation:
Fieldwork, Action learning, Lectures
Field study:
FIELD TRIP DETAILS AND CLASS INTERACTIVE SESSION DETAILS
Fieldtrip 2
Freshwater Supply and Urban Catchment Management (Black and Liesbeek Rivers)
Fieldtrip 3
Langabaan Lagoon (Integrated Development Planning)
Fieldtrip 4
Governance, ethics and environmental accountability (Parliament visit)
Fieldtrip 5
Energy and justice: renewable energy and the future (Tenesol solar factory and the nuclear energy debate)
Fieldtrip 6
Urban wildlife and conflict management (Scarbourough, Red Hill and Tokai)
Required work and form of assessment:
REQUIRED WORK:
Students are required to adhere to the IES Course Handbook, which includes:
Attend all classes
Prepare for each class by doing the necessary reading and reflection.
Participate in all site visits and class discussions/debates
Submit all assignments before or on the due dates (The University of Cape Town late assignment policy will apply and is as follows:All assignments late by one day will received a 5% penalty. For every day late thereafter 2% will be deducted and no assignments will be accepted later than 6 days after the deadline).
RESEARCH PAPER
8-10 pages // Font – Time New Roman (11) (1.5 line spacing)
The research paper must consider an element of sustainable development in South Africa. This research paper should be a reflection of your collective learning in this course, which will draw on what you have learnt in class as well as what you have seen on field trips and have experienced in your service learning work. You will get credit for using your own practice and service learning experience in your paper.
You will be expected to put forward a research question, devise a methodology to test your theory, describe your results and to devise your conclusions giving your view of the implications of your findings for sustainable development in South Africa.
SYMPOSIUM
Presentation using Power Point
The symposium presents an opportunity for all IES students to come together to learn more about the work done and material covered for the semester. Each student will get 5 minutes to do a short presentation on their work in the course, with specific reference to their research project.
PORTFOLIO OF EVIDENCE
This piece of work accounts for 15% of the total course mark. Once completed it represents a folder of evidence of what you have done in the course and more importantly what your learning has been. You will be required to keep a file (we encourage an electronic file) which you will build on throughout the course. This file will contain various sections and will be your resource and evidence of work done. A word of caution: do not leave this task for the last week. You need to be working on your portfolio from the first lecture. Your file MUST contain the following:
An introduction – this is an overall reflection of what you did, your course expectations and your key learning.
Journaling your experience – you can choose to write in this section as often as you like but it should reflect some defining moments for you in the course.
Assignments – in this section you place your marked assignments, including your symposium presentation
Field Work –photos or any work you developed in your service learning. You may be creative and decide what you would like to add to this section.
Reflection – This section contains an evaluation of your own learning, a reflection of your experiences both the positive and the negative. It also contains your impressions of the course.
MARK ALLOCATION
Portfolio and Assignments: 45%
Field and Class Participation: 5%
Research Report: 35%
Research Presentation: 15%
Total Marks: 100%
content:
Detailed essay: Recreational impacts on the environment in the southern Cape
Detailed essay: Environmental quality and services.
4 hrs Contact Time
4 hrs Fieldwork
Environmental services of Maitland Garden Village, Egoli informal settlement and Hout Bay: A comparative assessment of three urban areas, investigating levels of environmental quality and access to environmental resources from an eco-justice perspective.
Electric Capitalism: Recolonising Africa on the Power Grid. DA McDonald (Ed). HSRC Press, Cape Town. 2009. Chapter 9: Free Basic electricity in South Africa: A strategy for helping or containing the poor? G. Ruiters. Pg248-268.
Group investigation of three key issues (Species extinction, the fynbos biome and the value of biodiversity). Student presentation of key ecological principles from students in Kirstenbosch. Water quality sampling and analysis at four sites along the Liesbeek.
4 hrs Fieldwork
Kirstenbosch: Key ecological principles and conservation of the fynbos biome. Water quality investigation traveling down to Rosebank via Rondebosch to consider biodiversity and freshwater supply and urban catchment management (Comparative assessment of the Liesbeek River)
The Age of Commodity – Water Privatisation in Southern Africa. DA MacDonald and G Ruiters (eds). 2005. Earthscan, London. Chapter 5: Entrenching Inequalities: The impact of corporatisation on Water Injustices in Pretoria. P. McInnes. Pg 100-117.
C.A. Haskins (Catchment, Stormwater and River Management Branch, City of Cape Town)
January 201. Cape Town’s sustainable approach to urban stormwater management.
Egoli informal settlement and Maitland Garden Village: Mock interviews as preparation for Research Project data collection. Read journal article to be informed on a desirable methodology.
Singh and Bajpai, Issue 57, 2009. Scope of energy conservation and renewable energy in villages. In: Boiling Point. A practitioners journal on household energy, stoves and poverty reduction
UCT lectures start
2 hrs Contact Time
Class Lecture 1: What is Eco-Justice? And how is it connected with Integrated Environmental Management: Tools and Case Study (Lake Victoria Role Play)
Fuggle: Lake Victoria, Africa’s Great Lake:
A case study of the unintended consequences from good intentions. In: African Environmental Outlook Case Studies: Human Vulnerability to Environmental Change, United Nations Environment Programme, Division of Early Warning and Assessment, 2004. Published by Earthprint Limited Stevenage, Hertfordshire, England
2 hrs Contact Time
Class Lecture 2: Student presentations: Outline of research projects and annotated bibliography. Preparation for Langabaan fieldtrip
Walk through time reflection on how humans impact on their environment.
2 hrs Fieldwork
6 hrs Contact Time
Biodiversity, land degradation and integrated development planning: Full day fieldtrip to Langabaan Lagoon, the Fossil Park and mine rehabilitation. Port visit and discussion of Saldanah Steel and marine import/export trade, and interviews with local subsistence fishermen.
Berkes et al, 2000. Linking social and ecological systems for resilience and sustainability. Cambridge University Press .
Berkes et al, 2003. Navigating social and ecological systems. Building resilience for complexity and change.
Anchor environmental, 2011. Saldanah Bay and Langabaan Lagoon State of the Bay.
Tools for sustainability. Chapter 8: Limits to growth.
3 hrs Contact Time
Governance, ethics and environmental accountability (Parliament visit)
6 hrs Contact Time
Energy and justice: Renewable energy and the future (nuclear energy debate). Visit Tenesol solar energy factory and consider energy in electrified and non-electrified households.
Joubert 2006. Scorched: South Africa’s changing climate. WITS University press. The Longest journey (Chapter 1) and Food for the Human Animal (Chapter 13)
Zipplies. 2008.Climate change, our most pressing environmental issue. And our most pressing social and economic issue (Chapters 4 and 5). Africa Geographic.
Commission on Climate Change and Development. 2009. Closing the Gaps. Disaster Risk Reduction and Adaptation to climate change in developing countries.
Detailed essay:
Kruger Park and Soweto Reflection
4 hrs Action Research
Kruger National Park fieldtrip with IES
2 hrs Contact Time
Class Lecture 3: Research Support and Kruger Park/Soweto Discussion
Myers et al, 2000. Biodiversity hotspots for conservation priorities. Nature.Volume 403.
2 hrs Contact Time
Class Lecture 4: Student presentation (integrated coastal management)
4 hrs Contact Time
Urban wildlife and conflict management (Fieldtrip to Scarborough, Red Hill and Tokai)
Eco-Justice in Africa- UCT Campus
We have one planet that we call home and its resources are being depleted. While the richer nations have historically gained the benefits of our natural resources, poorer nations have often borne the brunt of the environmental costs. South Africa is one of the most unequal societies in the world, and this provides us with a world in a microcosm in which to engage with some of the key eco-justice issues that we face.
This course provides an opportunity for students to experience these differences, to grapple with some of these key issues, and to learn lessons about development, justice and the environment that they can apply to whatever career they hope to embark upon.
Eco-justice requires a multi-disciplinary approach and this course does not, therefore, require students to have a biology or natural science major.
This course is primarily presented through experiential learning techniques. It therefore consists of six fieldtrips and four classroom based interactive sessions. (For session dates and descriptions please see Appendix 1, provided at the end of this document).
We believe that the world needs leaders skilled in the field of sustainable development. We hope to inspire our students to become part of that leadership.
Fieldwork, Action learning, Lectures
FIELD TRIP DETAILS AND CLASS INTERACTIVE SESSION DETAILS
Fieldtrip 1
Environmental Services (Egoli, Hout Bay)
Fieldtrip 2
Freshwater Supply and Urban Catchment Management (Black and Liesbeek Rivers)
Fieldtrip 3
Langabaan Lagoon (Integrated Development Planning)
Fieldtrip 4
Governance, ethics and environmental accountability (Parliament visit)
Fieldtrip 5
Energy and justice: renewable energy and the future (Tenesol solar factory and the nuclear energy debate)
Fieldtrip 6
Urban wildlife and conflict management (Scarbourough, Red Hill and Tokai)
REQUIRED WORK:
Students are required to adhere to the IES Course Handbook, which includes:
RESEARCH PAPER
8-10 pages // Font – Time New Roman (11) (1.5 line spacing)
The research paper must consider an element of sustainable development in South Africa. This research paper should be a reflection of your collective learning in this course, which will draw on what you have learnt in class as well as what you have seen on field trips and have experienced in your service learning work. You will get credit for using your own practice and service learning experience in your paper.
You will be expected to put forward a research question, devise a methodology to test your theory, describe your results and to devise your conclusions giving your view of the implications of your findings for sustainable development in South Africa.
SYMPOSIUM
Presentation using Power Point
The symposium presents an opportunity for all IES students to come together to learn more about the work done and material covered for the semester. Each student will get 5 minutes to do a short presentation on their work in the course, with specific reference to their research project.
PORTFOLIO OF EVIDENCE
This piece of work accounts for 15% of the total course mark. Once completed it represents a folder of evidence of what you have done in the course and more importantly what your learning has been. You will be required to keep a file (we encourage an electronic file) which you will build on throughout the course. This file will contain various sections and will be your resource and evidence of work done. A word of caution: do not leave this task for the last week. You need to be working on your portfolio from the first lecture. Your file MUST contain the following:
MARK ALLOCATION
Total Marks: 100%
Detailed essay: Recreational impacts on the environment in the southern Cape
8 hrs Action Research
Garden Route fieldtrip with IES
The Garden Route Environmental Management Framework, earthInc & Department of Environmental Affairs, 2010 http://www.environment.gov.za/sites/default/files/docs/gardenroute_finalreport.pdf
Detailed essay: Environmental quality and services.
4 hrs Contact Time
4 hrs Fieldwork
Environmental services of Maitland Garden Village, Egoli informal settlement and Hout Bay: A comparative assessment of three urban areas, investigating levels of environmental quality and access to environmental resources from an eco-justice perspective.
Two Rivers Urban park spatial development framework http://www.capetown.gov.za/en/Reports/Pages/TwoRiversUrbanPark.aspx
Electric Capitalism: Recolonising Africa on the Power Grid. DA McDonald (Ed). HSRC Press, Cape Town. 2009. Chapter 9: Free Basic electricity in South Africa: A strategy for helping or containing the poor? G. Ruiters. Pg248-268.
Group investigation of three key issues (Species extinction, the fynbos biome and the value of biodiversity). Student presentation of key ecological principles from students in Kirstenbosch. Water quality sampling and analysis at four sites along the Liesbeek.
4 hrs Fieldwork
Kirstenbosch: Key ecological principles and conservation of the fynbos biome. Water quality investigation traveling down to Rosebank via Rondebosch to consider biodiversity and freshwater supply and urban catchment management (Comparative assessment of the Liesbeek River)
The Age of Commodity – Water Privatisation in Southern Africa. DA MacDonald and G Ruiters (eds). 2005. Earthscan, London. Chapter 5: Entrenching Inequalities: The impact of corporatisation on Water Injustices in Pretoria. P. McInnes. Pg 100-117.
C.A. Haskins (Catchment, Stormwater and River Management Branch, City of Cape Town)
January 201. Cape Town’s sustainable approach to urban stormwater management.
http://gctca.org.za/disa-river-wetland-to-be-restored/ (Cape Argus, 16th June 2011 John Yeld, Environment & Science Writer)
http://www.capetown.gov.za/en/Pages/DevcommwithresofDisaRiverWetlHoutBay.aspx
http://www.iol.co.za/travel/south-africa/western-cape/delightful-liesbeek-river-stroll-1.1276076
8 hrs Action Research
Egoli informal settlement and Maitland Garden Village: Mock interviews as preparation for Research Project data collection. Read journal article to be informed on a desirable methodology.
Singh and Bajpai, Issue 57, 2009. Scope of energy conservation and renewable energy in villages. In: Boiling Point. A practitioners journal on household energy, stoves and poverty reduction
UCT lectures start
2 hrs Contact Time
Class Lecture 1: What is Eco-Justice? And how is it connected with Integrated Environmental Management: Tools and Case Study (Lake Victoria Role Play)
Fuggle: Lake Victoria, Africa’s Great Lake:
A case study of the unintended consequences from good intentions. In: African Environmental Outlook Case Studies: Human Vulnerability to Environmental Change, United Nations Environment Programme, Division of Early Warning and Assessment, 2004. Published by Earthprint Limited Stevenage, Hertfordshire, England
2 hrs Contact Time
Class Lecture 2: Student presentations: Outline of research projects and annotated bibliography. Preparation for Langabaan fieldtrip
Walk through time reflection on how humans impact on their environment.
2 hrs Fieldwork
6 hrs Contact Time
Biodiversity, land degradation and integrated development planning: Full day fieldtrip to Langabaan Lagoon, the Fossil Park and mine rehabilitation. Port visit and discussion of Saldanah Steel and marine import/export trade, and interviews with local subsistence fishermen.
Berkes et al, 2000. Linking social and ecological systems for resilience and sustainability. Cambridge University Press .
Berkes et al, 2003. Navigating social and ecological systems. Building resilience for complexity and change.
Anchor environmental, 2011. Saldanah Bay and Langabaan Lagoon State of the Bay.
Tools for sustainability. Chapter 8: Limits to growth.
3 hrs Contact Time
Governance, ethics and environmental accountability (Parliament visit)
6 hrs Contact Time
Energy and justice: Renewable energy and the future (nuclear energy debate). Visit Tenesol solar energy factory and consider energy in electrified and non-electrified households.
Joubert 2006. Scorched: South Africa’s changing climate. WITS University press. The Longest journey (Chapter 1) and Food for the Human Animal (Chapter 13)
Zipplies. 2008.Climate change, our most pressing environmental issue. And our most pressing social and economic issue (Chapters 4 and 5). Africa Geographic.
Commission on Climate Change and Development. 2009. Closing the Gaps. Disaster Risk Reduction and Adaptation to climate change in developing countries.
Detailed essay:
Kruger Park and Soweto Reflection
4 hrs Action Research
Kruger National Park fieldtrip with IES
2 hrs Contact Time
Class Lecture 3: Research Support and Kruger Park/Soweto Discussion
Myers et al, 2000. Biodiversity hotspots for conservation priorities. Nature.Volume 403.
2 hrs Contact Time
Class Lecture 4: Student presentation (integrated coastal management)
4 hrs Contact Time
Urban wildlife and conflict management (Fieldtrip to Scarborough, Red Hill and Tokai)
Local newspaper and blog series: 2007-212
IES Student Symposium