Tag: Decolonising Research and Addressing Inequalities

There have been mounting debates and various political actions- since and before the attainment of democracy in South Africa - about land reform as a way of addressing the long and unjust land dispossession through…

The central interest in this research project is to evidence the complex ecologies of knowers and knowledges which constitute CS practices, and which are convened to respond to situated social-ecological risks. Entangled in this are…

To explore, enhance and transform the social-learning of women in rural and landless contexts who are engaged in agro-ecology, but face barriers of hostile industrial companies and an unfriendly learning atmosphere as a result of…

Cape Town youth face high unemployment, low service delivery and challenges of poverty and violence and so often, have little opportunity to relate to the need for urgent climate action. Additionally, the language of climate…

The main focus of this project, is to empower school principals towards re-imagining education towards sustainable livelihoods. It encompasses ecologies of learning through reflexive and ongoing transgressive co-engagements with education for sustainable development with community…

To use participatory storytelling to co-create with university student activist groups, knowledge on what it means and what it takes to build sustainable communities in the context of one historically white South Africa University (The…

Our research is called Okuphilisayo Kusembizeni - Healing is in the Pot. It is centered on learning actions around sustainable food choices and how these can make a positive contribution to climate action, as well…

The Uncanny Lore project will be investigating transgressive learning approaches that situate culture and heritage in grounded and contextually co-created applied legal theory, that can de-centre law’s traditional conventions of culture, and support legal practitioners…

The Government of Rwanda has invested efforts in transforming the teaching-learning process, from the traditional knowledge-based-approach to competence based curriculum (CBC). Based on the challenges observed in implementation of the CBC in Rwanda, this research…