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20 April 2022 | Story Dr Olivia Kunguma | Photo Supplied
Dr-Olivia-Kunguma
Dr Olivia Kunguma is Lecturer in Strategic Disaster Management, Legal and Institutional Arrangements, and Management of Media Relations and Strategic Communication in the Disaster Management Training and Education Centre for Africa at the University of the Free State (UFS).
Opinion article by Dr Olivia Kunguma, Disaster Management Training and Education Centre for Africa, University of the Free State.
For more than four days, the eastern side of South Africa experienced devastating heavy rainfall, with KwaZulu-Natal (KZN) being hit the hardest. The persistent rains triggered flooding and mudslides. Several compounding impacts of the flooding and mudslides were recorded. The impact includes, but is not limited to, the death of more than 440 people; damage to infrastructure (telecommunication towers, roads, bridges, homes, power lines, etc.); car accidents; business and school closures; and missing people. Most disasters or incidents entail a potentially compounding process where one event leads to another. The stated hazards and impacts also led to a rise in desperate and disgruntled citizens who started protesting and looting. The civil unrest is attributed to the lack of services, such as access to water and electricity.

An incident of this magnitude requires the intervention of disaster management services, whose primary role is to coordinate relevant stakeholders to respond to the situation (Kunguma, 2022). The South African Disaster Management Act, 57 of 2002 (DMA) (as amended, Act 16 of 2015) (Republic of South Africa, 2002), used to manage and coordinate disaster management, mandates the disaster management centres to perform certain functions. One important function to note is the continuous coordination of multiple sectors and disciplines by planning and implementing measures aimed at risk reduction, rapid response, and post-disaster recovery and rehabilitation. 

The DMA is also used to declare certain incidents as disasters. Disasters can be declared in local, provincial, or national spheres of government. Since the flooding mostly affected KZN, there were appeals to declare the event a provincial disaster. The KZN Premier and the Minister of Cooperative Governance (CoGTA) and Traditional Affairs announced at press conferences (eNCA, 2022) that the event would be declared a disaster. The flooding and mudslides were classified as disastrous according to Section 23 of the DMA. This section prescribes that the National Disaster Management Centre must determine whether the event should be regarded as a disaster in terms of the DMA. The NDMC assesses the magnitude and severity of the event and then classify it as a local, provincial, or national disaster. On 13 April, Dr Mmaphaka Tau, the Head of the National Disaster Management Centre, declared the KZN floods a provincial disaster (CoGTA, 2022). A provincial disaster means that the event has affected more than one municipality, enabling the province to deal with the event effectively. 

The declaration of a disaster means that

• available resources such as facilities, vehicles, and funding are released; 
• personnel of the state organ are released to render emergency services; 
• the affected population is evacuated to temporary shelters;
• movement is regulated;
• information is disseminated; 
• temporary lines of communication are maintained or installed; and
• alcohol is suspended or limited in disaster-stricken areas.
Important to note is that the DMA does not apply to an incident that can be dealt with effectively in terms of contingency arrangements or other legislation that can address the consequences of the risk.

Flood relief efforts

The multidisciplinary and multisectoral nature of disaster management has led to several political stakeholders visiting the affected areas to assess the flooding in KZN. This included visits from the Mayor, Premier, Minister of Police, CoGTA Minister, and the President of South Africa. All the disaster management centres in the province have been activated to attend to the disaster. The emergency numbers of the centres were published on Twitter by the Presidency (PresidencyZA, 2022) and other government departments. The centres’ efforts include, but are not limited to, coordinating response; observing and monitoring weather information issued by authorities; disseminating early warning; issuing relief supplies such as blankets; continuing to assess the damage; evacuating the affected to places of safety (for example, all the community halls have been opened for shelter); and clearing up the damage. Stakeholders such as the South African Police Service (SAPS), Gift of the Givers, the South African Social Security Agency (SASSA), and the South African National Defence Force (SANDF) were coordinated by CoGTA (Disaster Management) to provide their services. At this point, the distribution of relief should be based on vulnerability assessments, with no political interference.

Determining the root causes 

The South African Weather Service (SAWS) predicted the expected heavy rainfall in time. The GFS weather forecast model of the United States of America has also predicted severe rainfall along the KZN coast since last week. There was a severe cut-off low system, a common kind of weather system that does not occur regularly but can occur often. In a cut-off low system, the low pressure causes air to rise, and when it does, it reaches a condensation level that forms clouds. When the cut-off low system came down along the coast, another system developed at a high altitude and combined with it, making it more intense. What was unusual, was that the cut-off low became stationary or ‘stalled’ over the KZN coast. Later, the cut-off low started turning more to the southeast. The cut-off low was then reclassified as a tropical cyclone or subtropical depression, named ‘ISSA’. 

In addition, the lack of infrastructure development in the coastal area could also be the cause of the flooding and mudslides. For example, the Isipingo River (Map of Isipingo River, 2022) was channelised with concrete embankments and confined in a narrow space, crossing the N2 in two places, without proper planning of water levees when building the N2 highway. When the river is flooded, the road would turn into a river. This kind of flooding also happened in 2019, so one would have expected the local government to have addressed this matter and that they would have done something about it. The water spills onto the road, as previous heavy seas have blocked the mouth of the river, and only a strong momentum of the river flow can break through the built-up sand. 

The flooding in residential areas such as Kloof and Hillcrest is due to the development of complexes that take up the natural land space where grass or trees would have allowed the water to penetrate the topsoil easily. In complexes, more than 50% of the area is covered with pavements and solid roofs that concentrate the run-off water, which drains into a channel not designed for that amount of water. The sudden fast-flowing water then quickly erodes the soil. Many places on the sides of the roads have concrete embankments, while other parts in between are without embankments. These open parts are where the water broke through, and landslides occurred on the various roads. These damages can also be attributed to developments on the top of the hills. “The town planners should not permit new complexes covering 70% of the area without considering redevelopment of water run-off and drainage management,” said Prof Sue Walker, an agricultural meteorologist at the University of the Free State, and a principal researcher at the Agricultural Research Council. 

Ms Nonala Ndlovu, the KZN CoGTA spokesperson, shared with eNCA News the possible causes of the flooding. The flooding is attributed to the poor drainage systems, exacerbated by littering in the communities. She, however, indicated that the non-stop rain was unprecedented and that even if the drainage systems were well serviced, it would still not be able to handle the high volume of water. She added that buildings in low-lying areas could not handle the influx of water (eNCA, 2022).

Flood recovery and future prevention

Investment in disaster risk reduction (DRR) efforts is needed more than disaster response efforts. Although the occurrence of heavy rain was predicted in time, the damage it caused showed that this timely prediction was ineffectual. Systematic approaches are needed to prepare for, prevent, and mitigate the frequency or severity of losses and damage caused by flooding. Surely, attention needs to be paid to research-informed town planning, building codes, land zoning, public awareness, flood legislation, and flood early warning systems, to name a few. 

Since disaster management has shown that it plays a leading and active role in responding to disasters, it also needs to play a leading role in reducing the risks. The KZN floods have exposed significant socio-economic and environmental vulnerabilities that require immediate attention if effective risk reduction is to be achieved.

• UFS-DIMTEC is requesting donations of non-food items for the victims of the the KZN flood disaster. To donate, please contact Dr Tlou Raphela on +27 72 108 4987 or RaphelaTD@ufs.ac.za 

News Archive

Former top politician talks at UFS School of Management
2007-04-25

Dr Matthews Phosa, the non-executive chairman of EOH and former politician, presented a guest lecture to a group of MBA students at the University of the Free State's (UFS) School of Management. At the lecture were from the left: Mr Tate Makgoe (Free State MEC for Finance), Ms Nontobeko Scheppers (MBA student), Dr Phosa, Prof. Helena van Zyl (Director: UFS School of Management) and Mr Setjhaba Tlhatlogi (MBA student).
Photo: Stephen Collett

Exploring some of the myths and opportunities cyber space offers

Mathews Phosa

Introduction

It is no longer business as usual. Globalisation poses new challenges as well as opportunities to business, education and society in general. Many of these new opportunities are alive with paradoxes and tensions between local sustainability and global market opportunities. The growth in new communication technologies challenges us to critically explore some popular myths, opportunities and define possible responses.

Cyberspace is often described as the new frontier – not only in the race for newer and faster technologies, but also in education. Any user or provider of services who does not explore this new frontier will soon be considered using “outdated” and will be accused of using obsolete methodologies. Cyberspace, like the spaces embodied in continents, is something that should be claimed and conquered.

Cyberspace and specifically access to information, including online education is hailed as the great equaliser. It is now claimed that everyone will have equal access to “Knowledge”. Cyber education  for example is celebrated as “education-without-borders”, but as Bauman states, while it does change borders and access, it creates new “haves” and “have-nots”.

 

To put it in a nutshell:  rather than homogenizing the human     condition, the technological annulment of temporal/spatial distance tends to polarize it.  It emancipates certain humans from territorial constraints and renders certain community-generating meanings     exterritorial – while denuding the territory, to which other people go on being confined, of its meaning and its identity-endowing capacity.
(Bauman 1989:18; emphasis mine).

Virtual environments and the possibilities offered by the World Wide Web are new spaces that are being colonised and occupied by those who have capital (whether economic or academic) and who are looking for new labour or markets.  While the new mediums include and conquer new spaces, it also excludes and “otherises” communities and segments of society (Prinsloo 2005).  Cyberspace provides institutions and corporations with a space to operate without the responsibilities and obligations of locality – as long as you can afford the privilege of operating in cyberspace.

Cyberspace is therefore not neutral.  Spaces are occupied, reoccupied, abandoned, claimed, fortified, secured – contested.  Those with mobility define and map spaces continuously according to their claims.  Those without capital and the mobility it brings, contest these claims, contest the spaces and hack into the space.  Reclaim it.  Recolonise it.

 

Re-Appropriating Cyberspace

A number of authors explores such a re-appropriation of cyberspace.  Instead of seeing the Internet and related functions like online teaching as just accessing and transferring information, cyberspace is explored as political, social, personal and economic space.  Institutions across the spectrum including higher education institutions venturing into cyberspace often think that it offers them a space without the usual socio-cultural complexities. Gunn, McSporran, Macleod and French (2003:14) however indicate that online “interactions that take place through electronic channels lose none of the socio-cultural complexity or gender imbalance that exists within society”.

Instead of cyberspace being a new space where the differences and disparities of non-virtual life on earth cease to exist, “cyberspace is an imagined network layer sitting on top of the physical infrastructure of cities. Cyberspace is an imagined, continuous, worldwide, networked city; the global city that never sleeps, always experienced in real time” (Irvine 1999, Online). Cyberspace therefore not only sits on top of the physical infrastructure, but is also a mirror image of the power structures and disparities of non-virtual life on earth.

Cyberspace is also much more than just a replication of non-virtual reality. New subcultures and new self-defined communities are coming into existence (Irvine 1999, Online).  These new communities in cyberspace resemble communities in non-virtual format, but they are also vastly different.  For example, Grierson (Online) explores the similarities between cemeteries and the communities in cyberspace.  She finds that, although both “communities” are constituted in space, it is a “placeless place” which “links and mirrors society, with all its alter-egos and hidden desires … a virtual site holding up a mirror to physical reality where subjective presence is delineated in imaginary absence”.

The Internet as “sites for power and knowledge” is further explored by a number of authors, amongst othersNewman and Johnson (1999), Usher (2002), Walmsley (2000) and Borer (Online). Jordan (1999, Online) investigates culture and politics in cyberspace.  He explores three “intertwined levels”, namely cyberspace as “playground of the individual”, as “social space, a place where communities exist” and as “being a society or even a digital nation”.  In each of these three levels, power is played out and claimed in a “sociological, cultural, economic and political battle between the individual and a technopower elite”.

The so-called impact of the Internet on society is discounted by Bennet (2001:197).  He suggests rather that the Internet “should be regarded as a “form of life – whose evolving structure becomes embedded in human consciousness and social practice, and whose architecture embodies an inherent valence that is gradually shifting away from the assumptions of anonymity upon which the Internet was originally designed” (2001:197).

We started by stating that it is no longer business as usual. We can no longer afford epistemologies of ignorance and politeness. Cyberspace and the opportunities it offers for business, society and education in particular need to be interrogated using a hermeneutics of suspicion, confronting certain myths, exploring opportunities and defining appropriate responses.

It is evident that the impact of the cyberspace stretches across the total spectrum of the human experience and condition.  Due to the complexity of discussing the total spectrum of options this discussion focuses on Higher Education as one entity to demonstrate the implications and level of reflection required.
To come to terms with some of theses realities it is necessary to address some of the typical myths. The following aspects provide an indication of some of the myths:

  • Myth 1 - Access. The Internet and online education is not the great equaliser. Access to the Internet on a sustainable and affordable basis is still for the rich and the privileged. There is good reason to celebrate the widening access citizens have to the Internet. In the last number of years the so-called “digital-divide” has indeed decreased. It is however still disputable that having access to the World Wide Web changes lives for the better. For the World Wide Web to deliver on its promise of changing society into more just and compassionate communities, the other divides in society have to be addressed as well.
  • Myth 2 - Quality of information available. Even when/if sustainable and affordable access to the Internet would be available to all; the overwhelming quantity of information on the Internet would require participants to have critical information literacies. Such literacies will be crucial in allowing the “having access to more information” to really allow participants to live differently. Bauman (1989) and others warn of the increasing commodification and consumerisation of knowledge; the immense amounts of information available on the Web, results in information and knowledge becoming “cheap”, and un-validated.  
  • Myth 3 – The role of race and gender. Current research indicates that the unequal socio-economic gender relations are perpetuated in cyberspace. Females have less access and often less frequent access due to prescribed and patriarchally perpetuated life-roles. Research also indicates that males frequently dominate online discussions, often relegating female participants to roles of quiet observer. In this “neutrality” of cyberspace the assumption often is that gender should not matter in a space where identity is often just a name and a short introduction. There is however enough research to validate the role identity and specifically race and gender play in online learning environments.
  • Myth 4 – Guaranteed success as learning platform. International research indicates that very few students opt for fully online learning. Even in countries where access to online environments are either state-sponsored or very cheap, learners do not prefer online learning to more face-to-face learning environments. Students seem to prefer a range of blended learning experiences, rather than fully online. This has impacted on several world-class universities forcing them to cancel fully online offerings. Fully online learning and interaction require specific literacies and personality traits of participants. Online learning is not a “one size fits all”.

 

Research in South Africa indicates that many learners use computers at work to access their learning environments. Not only does this impact on productivity, but learners therefore do not have access to their online learning environments over weekends and when they prepare for the examination. Employers also increasingly block mass-generated electronic correspondence from universities and limit learners’ access to the Internet. This results in learners experiencing growing frustrations with “fire-walls” that do not allow an effective learning environment.

Very few learners are sufficiently prepared to engage and sustain their own learning in a fully online environment. Institutions offering online learning are often inundated with requests for more support, often face-to-face.

  • Myth 5 - Quality in an online learning environment. At present there are no quality indicators specifically focused on online learning environments in higher education. The quality of the current offerings  range from “drop-off and go” experiences where students carry the cost of printing materials with very little continued support and interaction from the side of the institution, to very intensive online teaching which overestimates the time and resources that students have for such learning.
  • Myth 6 - Accountability.  Many overseas institutions offer online qualifications in other countries without any guarantee that the qualifications will be accredited by local institutions of learning or employers. Many students wrongfully belief that because it is offered by an international provider using online, that the learning experience will be of a high quality and that it will be accredited by local education institutions and employers.
  • Myth 7 - Global is better. Though there is a legitimate trend to ensure internationalisation in education, the need for contextual, local and authentic learning remains equally important. The challenges learners face are often context-specific and international tutors in online environments often have very little understanding for the cultural and socio-economic specificities of local contexts. Some metaphors and examples often used in online environments exclude participants from non –western cultures to fully comprehend and apply the learning to their own contexts.
  • Myth 8 - Online teaching and learning is ideologically neutral. All curricula arise from context specific ideological and socio-economic relations and epistemologies. Very few institutions foreground their specific beliefs and assumptions about knowledge and learning. This is even more so applicable in online learning environments where the “designers” of the learning are often even more hidden than in face-to-face contexts.

Opportunities

The Internet does however offer scores of opportunities for institutions of higher learning to seriously consider. The following is but a few of the opportunities that await careful and critical consideration.

  • Opportunity 1 - Reaching the un-reached. Yes, online teaching and learning bring opportunities to many learners who have been previously excluded from training, development and higher education. The reach of higher education does not only entail those who were previously excluded, but also brings into reach qualifications at internationally renowned institutions.
  • Opportunity 2 - Access to information. With the Internet, students have access to the most recent, cutting-edge information. Students will increasingly be able to compile their own curricula and have it validated by institutions of higher learning. Students now have access to the international discourses in the different disciplines at the click of a mouse. While there is a real danger that not all students have (yet) the critical literacies required by the Information age and secondly that they may be overwhelmed and become lost in cyberspace.
  • Opportunity 3 - Communication. With the Internet and other mobile communication technologies, learners can increasingly be in touch with institutions of learning and educators and peers. Learning experiences can be enriched by synchronous and asynchronous communication, between the institution and tutors, tutors among themselves, between tutors and learners and among learners themselves. Online learning really open up a Habermasian “public sphere” for “communicative action”.
  • Opportunity 4 - Mode 3 knowledge-production. Traditionally knowledge production in higher education focused on discipline specific transfer of knowledge, called mode 1 knowledge production. Paulo Freire called this “banking education” (1989). Recent years saw the development of Mode 2 knowledge production where knowledge was applied and arose from practical application to appropriate problem-spaces. Online learning environments make it increasingly possible to move to Mode 3 knowledge production where learners address problem-space from the foundations of a specific discipline but then continue to explore contributions from a range of other disciplines Knowledge production has moved form “knowing-how” to “knowing-in-the-world”. Barnett refers to this change as an “ontological turn” (2005).

The changing role of higher education

It will be naïve and irresponsible for higher education not to interrogate popular notions and epistemologies of online education and the role of the Internet. We have explored a number of myths and (hopefully) created sufficient suspicion to invite further discourse. We have also explored a number of opportunities an online environment offers to business, higher education and society in general.

Higher education has to indeed decrease the “digital divide” not only in the form of broadening access, but also by seriously interrogating the accompanying epistemologies. From the above it would seem as if a responsible and robust response would entail the following:

  • Response 1 - Empower learners with critical literacies for the information age. having access to the information the Internet offers will challenge higher education institutions and learners alike to be able to critically evaluate information and its sources. While addressing access may in fact decrease the digital divide but it is worthless if the decrease in the digital divide does not and cannot result in students’ critical engagement with information and with one-another.
  • Response 2 - Increase access to the Internet through collaborative agreements. Higher education institutions have much more bargaining power than individual learners. It is almost unbelievable that with the “captive audiences” higher education institutions have, that they have not been successful to negotiate more affordable and sustainable access to online environments.
  • Response 3 – Develop quality online learning. Higher education should be very clear about the minimum standards for learning platforms, opportunities for peer and tutor interaction and the sustaining of a teacher presence in Virtual Learning Environments (VLEs).
  • Response 4 – Maintain scholarly online teaching. Higher education should encourage research, individual and collaborative projects to determine the indicators of success of online learning in specific contexts for specific audiences.
  • Response 5 – Higher education as critical praxis.  Higher education traditionally has validated all claims to knowledge and expertise. As Barnett (2000, 2005) has indicated, higher education is no longer the only “producers of knowledge”. However, higher education still has the mandate to validate knowledge, whether claimed or made available in cyberspace. Higher education has the unique opportunity to rise to the occasion and to interrogate knowledge claims. The opportunities should be considered in the context of the realities of cyberspace as discussed.  Fundamental to this is the fact that it requires higher education to increase the capacity of students for critical and compassionate action to assist in the formation and utilisation of the challenges and new opportunities.  Essentially the challenge is to create opportunities and empower students and the broader society to utilise the potential cyberspace towards a more just and equitable society.

In Conclusion

There are a number of myths surrounding online education and the impact of the Internet on business, education and development. Only once cyber space has been demythologised, it is then that our eyes open to the opportunities that it offers. Higher education is therefore called upon to reflexively exploit the opportunities online learning and the Internet offer to engaging one another in learning experiences. Higher education will do well to take both the myths and the opportunities seriously and courageously.

Cyberspace is a new frontier. As previously done with colonial frontiers, this frontier can be exploited ruthlessly. There is however also an opportunity for business and higher education to engage with cyberspace – and use cyberspace to create hospitable, nourishing environments for active learning and a more just and equitable society for all.

References

  • Barnett, R. 2000. University knowledge in an age of supercomplexity. Higher Education 40:409-422.
  • Barnett, R. 2005. Recapturing the universal in the university. Educational Philosophy and Theory, 37(6):785-797.
  • Bauman, Z.1998. Globalization. The human consequences. Cambridge: Polity Press.
  • Bennet, CJ. 2001. Cookies, web bugs, webcams and cue cats: patterns of surveillance on the World Wide Web. Ethics and Information Technology 3:197-210.
  • Borer, MI. The Cyborgian self: toward a critical social theory of cyberspace. Available URL:
  • http://reconstruction.eserver.org/023/borer.htm (accessed on 10/04/2007).
  • Freire, P. 1989. Learning to question: a pedagogy of liberation. Geneva: World Council of Churches.
  • Gunn, C, McSporran, M, Macleod, H & French, S. 2003. Dominant or different? Gender issues in computer support learning. JALN 7(1):14-30.
  • Grierson, EM. From cemeteries to cyberspace: identity and a globally technologised age. Available URL: Click here!
  • (accessed on 10/04/2007).
  • Irvine, M. 1999. Global cyber culture reconsidered: cyberspace, identity and the global informational city. Available URL: http://www.georgetown.edu/faculty/irvinem/articles/globalculture.html
  • (accessed on 10/04/2007).
  • Jordan, T. 1999. Cyberpower: the culture and politics of cyberspace. Available URL:
  • http://www.isoc.org/inet99/proceedings/3i/3i_1.htm (accessed on 10/04/2007).
  • Newman, R & Johnson, F. 1999. Sites of power and knowledge? Towards a critique of the virtual university. British Journal of Sociology of Education 20(1):79-88.
  • Prinsloo, P. 2005. Don Quixote in cyberspace – charging at the invisible. Open and Distance learning in Africa Number 1, 2006: 78-94.
  • Usher, R. 2002. Putting space back on the map: globalisation, place and identity. Educational Philosophy and Theory 43(1):2002.
  • Walmsley, DJ. 2000. Community, place and cyberspace. Australian Geographer 31(1):5-19.

 

 

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