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15 February 2021 | Story Supplied | Photo Supplied
Dr João Vidal is a research fellow at the Department of Plant Sciences and the Afromontane Research Unit (ARU) at the University of the Free State (UFS).

According to United Nations data projections for 2100, sub-Saharan Africa is set to experience a demographic explosion. The most rapid population growth zones in Africa are in or around mountains and the importance of managing these mountain ecosystems sustainably in order to maintain the benefits to such a growing population is critical, says Dr João Vidal, a research fellow at the Department of Plant Sciences and the Afromontane Research Unit (ARU) at the University of the Free State (UFS). 

The link between human population growth and the demand for water will impact these mountain grasslands. All of Africa’s important rivers originate in mountainous areas. The sustainable management of African mountain landscapes is thus vital for the sustained provision of quality water in suitable quantities. “Water is already limited in some places. This year we are facing another drought in South Africa, and if it was not for the mountains, it could have been much worse. The long-term resilience of Southern Africa’s mountains and their ecosystem services should be an absolute priority for both research and conservation,” says Dr Vidal.

Human population growth has several implications

As a mountain ecologist, his recent research is centred on developing indicators for monitoring biodiversity change in Southern Africa’s mountains. This is a collaborative research project with the South African Environmental Observation Network (SAEON), Ezemvelo KZN Wildlife, and the University of Pretoria.

Human population growth, as predicted for Southern Africa, has several implications for natural-resource management and biodiversity conservation. “Southern Africa has one of the highest proportions of grassland-dominated mountains in the world, comparable only to Central Asia,” says Dr Vidal. 

In December, UN Secretary-General António Guterres said during the launch of the 2021 Global Humanitarian Overview: “Conflict, climate change and COVID-19 have created the greatest humanitarian challenge since the Second World War. The number of people at risk of starvation has doubled. Hundreds of millions of children are out of school. Levels of extreme poverty have risen for the first time in 22 years.”

According to Dr Vidal this new scenario significantly increases the pressure on mountain environments and their biota, since people will have to find alternative ways of feeding their families, their animals, while the economy struggles to recover globally.

Through his research, Dr Vidal – together with a growing community of practices for Southern Africa’s mountains – aims to understand the socio-ecological functioning of these montane grasslands in order to encourage a science-policy-action interface for their sustainable management in a changing world. 


Alternative ways for measuring environmental change in mountains

Since much global mountain research is focused on forest-dominated mountains, Dr Vidal and his collaborators are developing specific tools to track climate change in grassy mountains.
He explains: “When you look at the available tools for tracking climate change in mountains, you have a tree line for many mountains in the world. However, with the Southern African grassy mountains, it is impossible to use such a tool. We are working on alternative ways for measuring environmental change in our mountains.

“As it gets warmer, certain communities of grasses may retract towards higher elevations because they need a certain minimum temperature to survive. The problem seems to be that current climate change is occurring at a much faster rate than most species might be able to retract. This means that higher temperatures may lead to habitat losses for temperature-vulnerable groups.

“Climate change is also making mountains increasingly vulnerable to ecological invasion by non-native species. The severe temperatures in mountains are a good barrier for many problematic lowland species. But with warmer temperatures in the mountains, these barriers are being weakened, increasing the number of potentially invasive plants in our mountains. With higher temperatures there is potential for a large guild of invasive trees to overrun grassland mountains affecting waterflow into dams and rivers. Examples are pines, willows, gums, and wattles, to name a few.

“The presence of invasive trees, especially along rivers, has long-term negative impacts on the functioning of mountain catchments. These trees destabilise riverbanks, extract large amounts of water, and cause local extinction of endemic montane biodiversity. In drier environments such as grasslands, this exacerbates the fragile water productivity,” he adds.

Global policymakers to recognise the value of grassy mountains 

It is important to draw attention to the value of natural grassy mountain systems around the world and to how threatened they are. The world’s grassy mountains need to be better studied and better placed on the global stage. This will encourage policy makers to recognise these systems and implement appropriate measures to facilitate their sustainable management. 

For the first time in 20 years, the recent International Panel of Climate Change (IPCC) report to the United Nations included a chapter focusing solely on mountains. “Policymakers are finally realising how disproportionately important mountain environments are and how dramatically they are affected by climate change,” says Dr Vidal. 

However, African mountains are underrepresented in research literature; it is the only continent for which there is no data included in the IPCC report. There is an urgent need to represent African mountains – especially Southern Africa’s mountains – on the global stage when it comes to climate change,” states Dr Vidal.

Dr Vidal is conducting this study in partnership with Dr Ralph Clark, Director of the ARU on the UFS Qwaqwa Campus

News Archive

Teachers should deal with diversity in education - Prof. Francis
2010-10-08

At the occasion were, from the left: Prof. Jonathan Jansen, Rector and Vice-Chancellor of the University of the Free State (UFS); Prof. Francis; and Prof. Driekie Hay, Vice-Rector: Teaching and Learning at the UFS.
Photo: Jaco van der Merwe

Prof. Dennis Francis, the Dean of the Faculty of Education at the University of the Free State (UFS), recently delivered his inaugural lecture on Troubling Diversity in South African Education on the Main Campus in Bloemfontein.

He urged teachers to be open to what “diversity” might mean in a particular context and how diversity relates to either inclusion or exclusion.

“An approach that promotes the inclusion of all must be based on an understanding of how exclusion operates in ways that may have typical patterns of oppression, but differ in the specific ways that exclusion is expressed and becomes normalised in that context,” he said.

“The good teacher thus seeks to understand how these forms of exclusion may develop in the school’s context and respond through taking thoughtful action to challenge them. It may require creating a climate that enables the silent to speak and recognising that not all groups communicate in exactly the same ways.”

He said teachers also had to affirm the experiential base of learners and students. He said there was an assumption that students would be more effective practitioners if their own experience were validated and explored.

“It is crucial that the students’ own history is treated as valuable and is a critical part of the data that are reflected,” he said. “Equally important is that such stories and similar activities are intentionally processed to enable students to make the connections between personal experience and relevant theory.”

He also urged them to challenge the ways in which knowledge had been framed through oppression.

“Schools are often characterised by messages that draw on one or another form of oppression. Thus, expectations are subtly or in some cases unsubtly communicated, e.g. that girls are not good at physics, or that, while white learners are strong in abstract thought, African learners have untapped creativity, and so on,” he continued.

“For someone to integrate into their role as educators a commitment against oppression means confronting obstacles that one may previously have shied away from, such as challenging authority, naming privilege, emphasising the power relations that exist between social groups, listening to people one has previously ignored, and risking being seen as deviant, troublesome or unpopular.”

Furthermore, Prof. Francis said dealing with diversity in education was always affectively loaded for both students and teachers. He said in South Africa one injunction from educators was to be “sensitive” and thus avoid risking engagement with the contentious issues around imbalances of power.

“If both students and teachers are to confront issues of oppression and power in any meaningful way, we need to design more purposely for the difficulties they will encounter, for example, creating a classroom environment that promotes safety and trust so that all students are able to confront and deal with prejudice and discrimination. Classroom environments will need to balance the affective and cognitive in addressing issues of diversity and social justice,” he added.

He also said that teachers should recognise the need to complement changing attitudes with attempts to change the structural aspects of oppressions.

“To prevent superficial commitments to change, it is important for students to explore barriers that prevent them from confronting oppressive attitudes and behaviours. In this way students are able to learn and see the structural aspects of oppression,” he said.

“Equally important, however, is to get students to examine the benefits associated with challenging oppression. A fair amount of time must therefore be spent on developing strategies with students which they will be able to use practically in challenging oppression.”

He also advised educators to affirm the capacity of staff and learners to act and learn in ways that do not replicate patterns of oppression.

“Many South African schools have survived both the harsh repression of apartheid and the continuing legacy of oppression of various kinds. Despite that, we are often as educators made aware of the ways in which young people in particular affirm themselves and each other in creative and confident ways,” he concluded.

Media Release
Issued by: Lacea Loader
Director: Strategic Communication (acg)
Tel: 051 401 2584
Cell: 083 645 2454
E-mail: loaderl@ufs.ac.za  
7 October 2010
 

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