Dissertations and theses
Masters’ dissertations
Amend-Straif, M. 2019 Ecovillage Design Education: Transformative Learning towards sustainable communities? Master Thesis. Wageningen University & Research, Netherlands.
Mudokwani, K. 2019. An investigation of how Solidarity Relationships in organic farmer activity systems generates learning towards sustainability transformations. Grahamstown, South Africa, Rhodes University: Unpublished and Incomplete. (Kuda Mudokwani passed on in February 2019 when his Masters thesis was under consideration for upgrading to a PhD thesis)
Durr, S.J. 2019 (in press). Enabling social learning towards value creation and a circular economy with a farmer-buyer mobile application: the case of Food for Us. Masters in Education thesis, Rhodes University, South Africa.
Matiwane, L.M. 2019 (in press). The role of expansive learning in the potential development of rural youth as value creators: A case study of youth farming activity in the Amahlati Local Municipality, Eastern Cape. Unpublished Maters in Education thesis, Rhodes University, South Africa.
Sithole, P. 2019. Investigating the role of extension officers in supporting social learning of rainwater harvesting practices amongst rural smallholder farmers in Nkonkobe Local Municipality, Eastern Cape. Unpublished Masters in Education thesis, Rhodes University, South Africa.
Shawarira, P. 2019 Investigating how mediation tools enhance rural farmers’ learning towards rainwater harvesting and food security: A case study of a Green Village programme. Unpublished Masters in Education thesis, Rhodes University, South Africa.
PhD theses
Pesanayi, V.T. 2019. Boundary-crossing learning in agricultural learning systems: formative interventions for water and seed provision in southern Africa. Unpublished PhD thesis, Rhodes University, South Africa.
Phuong, L.T.H. 2018. Developing adaptive capacity in times of climate change in central rural Vietnam: exploring smallholders’ learning and governance. PhD Thesis, Wageningen University & Research, Netherlands.
Mphepo, G. (in progress, to be submitted by end of 2019). Informal learning by rural women in the Lake Chilwa Basin, Malawi, towards coping and adaptation to climate variability and climate change’. PhD Thesis, Rhodes University, South Africa.
Kulundu, I. (in progress, to be submitted by end of 2019). Not Yet Uhuru. Regenerating and Re-imagining African Liberatory Pedagogy in the 21st Century. Transgressive learning for the common good amongst a community of Change Drivers. Rhodes University, South Africa.
Burt, J. (in progress, to be submitted by end of 2019). Insecurity of Knowing: Cognitive justice, transgressive learning and environmental activism. Rhodes University, South Africa.
James, A. (in progress, to be submitted end of 2019). Exploring transformative potentials of ‘eco-pedagogy’ through arts-based inquiry in contemporary urban South Africa. Rhodes University, South Africa.
Mcintyre, T. (in progress, to be submitted end of 2019). Transgressive Learning and Ontological Politics in Colombia. Wageningen University, Netherlands.