5.4. Conceptualisation of key environmental concepts
5.4.1. Awareness of environmental terms
Table 5.17: Respondents awareness of environmental concepts (n=270, in %) Climate change Biodiversity Conservation
Yes 51 20 28
No 49 80 72
In unpacking the conceptualisation of key environmental concepts, respondents were asked to state if they were aware of environmental concepts, specifically climate change, biodiversity and conservation. Less than half of the respondents (49%) were unaware of the concept climate change. Additionally, a large proportion of respondents (80%) were unaware of the term biodiversity. Moreover, a significant proportion (72%) of respondents were unaware of the term conservation. Further analysis of the data revealed that the awareness of climate change, conservation and biodiversity was significantly different when compared against levels of formal education, (Likelihood ratio test p=0.001). As such, it is observed that there are low levels of awareness of key environmental concepts amongst respondents.
Figure 5.4: Respondents meaning of the term climate change (n= 137, in %)
A comparable proportion (51%) of respondents had stated that they were aware of the term climate change, and of those respondents, a significant proportion (80%) related the term to changes in weather patterns. A relatively low proportion (4%) of respondents related the term to extreme temperatures while 16% of respondents could not explain what the term meant.
16
80 4
could not explain
change in weather patterns extreme temperatures
88 With regards to how often respondents have heard of the term, 47% stated often, 27% very often and 26% seldom hearing of the term. Ambiguities regarding the definition of climate change ought to be addressed for those outside the scientific community, as this enables public understanding for policy and legal frameworks implemented to address climate related challenges (Brace and Geoghegan, 2010). Interestingly, respondents’ understanding is closely aligned with the scientific concept of climate change as revealed by their interpretations that climate change is linked with alterations in weather conditions and patterns.
Figure 5.5: Respondents meaning of the term biodiversity (n=54, in %)
In relation to biodiversity, 72% of these respondents could not provide an explanation of the term (Figure 5.5). The minority of these respondensts (14%) stated that biodiversity refers to the different types of animals and trees, with an equal proportion of respondents (14%) stated that the term relates to all apects of nature. Although a minority, respondents’ understanding of the concept is associated with concepts of biodiversity. Of particular concern however, is the majority of respondents who are unable to provide an understanding of the concept biodiversity. Coupled with the overall low levels of awarness of the concept, it is apparent that there is a gap in knowledge which needs to be addressed witin the community.
72 14
14
could not explain all aspects of nature different types of animals and plants
89 Figure 5.6: Respondents meaning of the term conservation (n=76, in %)
Most of these respondents could not provide an exact definition of the concept conservation (47%), while the remainder stated that conservation was the process of protecting (25%) and taking care of nature (13%). As observed with other concepts probed in this study, respondents’
understanding is closely aligned with core of conservation practices. However, the majority of respondents were unable to explain what the concept is, despite indicating their awareness of the term. The inability of respondents to explain their understanding of the concept of biodiversity is an important finding, and suggests that exposure to scientific concepts may not necessarily equate to awareness. An outcome of community-based initiatives, such as the Buffelsdraai reforestation project should thus focus on targeting specific gaps in knowledge as revealed in this study.
The study probed for alternative indigenous terminologies which respondents related to the term climate change, with 30% (n=137), of respondents stating they could not provide an indigenous term for climate change. However, a comparable proportion (50%) provided phrases such as ukushintsha kwesimo sezulu, ukuguquka kwezulu (16%), and amazing okushisa (4%). These isiZulu alternatives relate climate change to changes in weather conditions as well as temperature. Thus, there is a close relation of indigenous terminology used within the community, and the various impacts of climate change. Language is a crucial tool which is often utilised to anchor unfamiliar concepts such as climate change into already existing knowledge and linguistic constructs (Whitmarsh et al., 2011). The use of the phrases above
25 47
13
could not explain protecting nature taking care of nature
90 can assist in making scientific knowledge more digestible, especially when encouraging community participation and sensitisation.
Similarly, respondents were asked if they were aware of a local/indigenous term which can be used as an alternative to the word of biodiversity, or implied and had the same meaning as the term biodiversity. The two most commonly used isiZulu words were imvelo (17%), and indalo (13%) (n=54). Documenting local indigenous knowledge not only results in the establishment of communication between local communities and environmental protection agents, but also allows for scientific studies to be embedded within realities of the communities they engage with (Brook and McLachlan, 2008).
Respondents also provided indigenous terminologies which are associated with the term conservation. The commonly used indigenous terminologies were ukunakekela kwemvelo, and ukuvikela kwemvelo. Other less know and utilised terminologies included ukugcinwa kwemvelo, ukulondoloza kwemvelo, and ukongiwa kwemvelo. These indigenous terminologies can be closely related to the term conservation, as the English translations are associated with the protection and preservation of nature. Indigenous knowledge has been recognised as a complimentary tool for biodiversity conservation and enshrined in international policy frameworks such as the UNCBD (Charnley et al., 2007). According to the UNCBD (cited in Charnely et al., 2007: 16), indigenous knowledge and practices which are related to the conservation of biodiversity need to be respected, preserved and applied. The use of indigenous terminology in community-based initiatives could allow for improved communication between stakeholders and facilitate easier uptake of scientific terminology. Studies show that language may also be a barrier for communication in community-based projects, and could restrict consultation and participation.
91 Table 5.18: Sources of information for environmental concepts (in %). Multiple responses permitted
Climate change Biodiversity Conservation
Information source n= 137 n=54 n=76
TV 45 37 36
Radio 56 37 33
Newspaper 19 15 17
School 51 46 55
Wildlands 10 9 14
Municipality 4 4 5
Friends/family 12 6 16
Pamphlets/brochures 2 - 1
The most common sources of information respondents had heard or read about the term climate change were mainly radio (56%), school (51%), and television (45%), while other noted sources included newspapers, friends/family (12%) and Wildlands representatives (10%). The least common sources included pamphlets/brochures (2%) and municipal representatives (4%.
Although it is recognised that information sources can contribute to increased awareness and the dissemination of knowledge, there are limitations to how these sources can influence attitudes and behaviour (Lorenzoni and Hulme, 2009). Instead, emphasis should be given to the sources of information and the manner in which individuals are able to engage with this information (Lorenzoni and Hulme, 2009). Collectively, the data reveals that mass media such as television, radio and newspapers are the most common and dominant information platforms.
Mass media shapes public conceptualisation of climate change and although these sources are able to increase understanding, there is also the possibility of mass media perpetuating misconceptions (Vainio and Paloniemi, 2011). It is crucial that when identifying suitable platforms to disseminate knowledge within the community, CBC initiatives should not only use popular platforms such as televisions and radio, but also incorporate sources of information which provide an opportunity for community members to critical engage with the information.
This study further identified the most common sources of information from which respondents had read or heard of the term biodiversity. Schools (46%), television (37%) and radio (37%) were the most popular platforms indentified by respondents. Other noticeable sources included newspapers (15%), NGOs (9%), municipal respresentaives (4%), and friends and family (6%).
Identifying sources of information enables conservation authorties to target multiple channels as a means of communication, consultation, and dessimination of information (Witzling et al., 2015). The use of multiple information platforms can improve the flow of information to local
92 communities, especially when communicating aspects related to environmental awareness, and undersatnding individual-level impacts of environmental change. Respondents elaborated on their main sources of information for the term conservation. The most common source of information were schools (55%), television (36%), and radio (33%). Smaller groups cited is newspapers (17%), family and friends (16%), Wildlands Conservation Trust representatives (14%), the eThekwini Municipality (5%), and pamphlets/brochures (1%). Understanding main sources of information are key in identifying suitable platforms for the dissemination of information in future projects.