The Influence of Farmers’ Socio-Economic Characteristics on Their Choice of Opinion Leaders: Social Knowledge Systems

Smallholder farmers’ social knowledge systems are evolving in connecting key actors within and outside their knowledge systems. These key actors play a vital role in navigating the complexity and the dynamics of organisations, and effectively influence the community. This study identified the opinion leaders of smallholder farmers and measured the extent of their influence on the quality of these farmers’ knowledge of agriculture. Furthermore, the study explored the reasons why farmers choose their opinion leaders. A structured questionnaire was administered to 219 purposively selected smallholder farmers in the rural areas in KwaZulu-Natal, South Africa. Data were captured and analysed using the Statistical Package for Social Sciences (SPSS) version 26 and STATA to run multinomial logistic regression model (MNL). The results showed that farmers participated in field visits and attended farmers’ group meetings to communicate with agricultural advisors and group leaders. In addition, the findings showed that interactions could be a crucial element of knowledge and learning for farmers. This showed that the farmers required a consistent flow of material resources and knowledge. The time and energy spent by farmers building social relationships with these opinion leaders reflected the accumulation of information and resources gathered. Issues related to accessibility, availability and, quick feedback regarding farmers’ problems emerged, which seemed to influence the farmers’ choice of an opinion leader. The language and accessibility to sources of knowledge and feedback were crucial to the smallholder farmers included in the study. Furthermore, the results revealed that farmers’ educational level, farmers who engaged in agriculture for household consumption, and opinion agricultural skills have statistical significance on farmers’ choice of opinion leaders. Considering the findings, it is suggested that efforts to improve farmers’ active knowledge systems and access to the opinion leaders within these active knowledge systems should take into consideration the socio-economic factors that influence farmers’ choices and participation in social systems and social interactions. These findings may help agents develop a better understanding of the dynamics of local communities and the social complexity that shapes farmers’ environments and decisions. To be a progressive and effective opinion leader, constant, continuous assessment is needed to increase leadership skills. In addition, the enhancement of programmes, which will recognise the active opinion leaders within the communities, are needed to strengthen the efforts and impact for more resilient outcomes.

Rethinking Education and Livelihoods in India

The COVID-19 crisis has revealed a need for rethinking approaches to education and livelihoods. Education in its present dispensation does not provide equitable access to children from marginalized segments of the population. It also suffers from deficits in the areas of social and emotional skills, over-emphasis on the three Rs, language used as a medium of instruction, and excessive competition for scoring marks, among others. There is very low uptake of vocational education. The National Education Policy 2020 tries to address some of these issues and plans on closer integration of vocational education with the school framework. High unemployment rates of educated youth, along with underemployment due to skill mismatch, show poor school-to-work transition and underscore the importance of TVET for youth in the future. Skill already exists in the economy in informal knowledge systems which are largely undocumented and thus not acknowledged in the formal system. These need to be combined with Western-centric knowledge systems so that the imbalance between formally educated/trained workers and informally trained workers is redressed. There is also a need to bring back the joy of learning, as Tagore’s experimentation with education has demonstrated.

Play to Learn: Shakespeare games as decolonial praxis in South African schools

The place of Shakespeare in South African secondary education has become highly contested in light of calls to decolonise the English Home Language curriculum through intentional inclusion of indigenous authors and knowledge systems, and the removal of colonial impositions such as Shakespeare. Yet removing Shakespeare from the curriculum is not the only or even the best solution for countering the violent legacies of colonialism and apartheid. This article argues that a more effective decolonial approach would be to change the way Shakespeare is taught in schools by cultivating horizontal, instead of hierarchical, dialogue within classrooms and between secondary educators and Shakespeare scholars. The authors describe their own horizontal collaboration to produce “Blood will have Blood”, a series of lesson plans and assignments centred on scenes of violence in the Shakespeare set works. Using the digital theatre game Play the Knave, the programme engages secondary school students in creative experimentation and embodied play with Shakespeare’s texts. As learners access the curriculum from their own epistemological standpoints and through their own bodies, they come to understand gendered and racial forms of violence represented in the plays and manifested in their personal and historical contexts. The article contextualises the project in terms of Practice as Research (PAR) methodology while offering preliminary findings from the programme’s implementation in Cape Town schools.

Survival of the Fittest Protection of Indigenous Knowledge

This chapter reflects on numerous protections that are available for indigenous knowledge from those who misappropriate it for personal aggrandizement without regard of the holders of the knowledge. The chapter is underpinned on the Afrocentricity and Sankofa theories. A socio-legal methodology was adopted to ground the work to enable students studying indigenous knowledge systems to have a foundation and be able to follow the interdisciplinarity in the writing. As such, a doctrinal approach and qualitative design were engaged to buttress the philosophical reasoning and capture the rich and unrecorded knowledge of inorganic intellectuals. The chapter's standpoint is that the protection of indigenous knowledge requires African-tailored legislation that resonates with indigenous communities' beliefs and are pragmatic yet innovative to bring benefit sharing. In pursuing this, a normative legal framework that could be utilised in the protection of indigenous knowledge is explored.

Constitutional Provision in Protecting and Managing Indigenous Knowledge Systems

Methodologically, this study aligns with the analytical philosophy and the indigenous standpoint and cultural interface theory. This study found that the education system itself is contaminated with colonial legacy and historical ontology of ‘State'. The recommendations are the participation of indigenous people in deciding their education and making curricula. Although the location of this study is remote and rural, this phenomenon occurs in many countries. Therefore, this research would contribute to efforts in this regard over the world to merge humanity.

The Role of Indigenous Knowledge Systems (IKS) in Climate Change

Climate change is projected to have a negative effect towards food security and attainment of sustainable development goals (SDGs) in Africa. Its impact is expected to be extremely severe in regions of Africa that depend on rainwater agriculture and have limited resources to mitigate and adapt to climate change. Much of the climate awareness on climate change comes from models or scenarios that face certain degrees of uncertainty. The knowledge of local and indigenous peoples, commonly mentioned to as local knowledge systems (LKS) or indigenous knowledge systems (IKS), is gradually being recognized as an imperative source of information for climate mitigation and adaptation. It is essential that policymakers draw on the best available knowledge in the face of global climate change.