CHAPTER 7: ANALYSIS AND DISCUSSION OF DATA FOR RESEARCH QUESTION 3. 118
7.3 Group A: Deforestation in Masvingo Peri-Urban Area 121
7.3.3 Intervention Plan 2 125
For the second intervention, group A decided to collaborate with the Forestry Commission, whereby a partnership was forged to provide mango trees to the residents of Masvingo to plant.
Photograph Aiii. Showing mango trees that were planted in Masvingo peri-urban area.
Mango Trees planted by environmental groups in Masvingo Peri-urban (provided by Forestry Commission) as part of reforestation in urban area of Masvingo (PN-Aiii)
Implementation of Plan 2: Making use of Pastor to influence church members to adopt forest conservation by church members
Group A approached Pastor Smith to discuss their second intervention plan which was to plant trees in the church yard and in and around Masvingo. The group pledged to facilitate the sourcing of mango tree from the Forestry Commission. The excerpt below from the reflective diary confirms the sourcing of trees from the Forestry commission:
We assure you pastor we will do all the planning, transporting and coordination of the tree planting process. Trust us, we are a part of your church for many years. We have already contacted the Forestry Commission for seedlings, they are very supportive. We asked for fruit trees as it will benefit the community, it’s a good way to produce food and they won’t go hungry. RD-Aiii
The excerpt above reveals the collaboration PSGTs engaged in (you pastor Forestry Commission) as well as the pledges they made (assure you), the planning they undertook (planning, transporting and coordination of the tree planting process) while learning about deforestation and EE. The group sees the planting of mango trees as a way to rehabilitate the environment and to address issues of hunger and food supply. In the learning process they are sensitive to contextual issues (they won’t go hungry).
Based on the reflections, PSGTs are capable of expressing the concepts deforestation and reforestation while embracing ideas of collaboration, community learning and addressing important community issues (poverty, hunger). These collaborations equip PSGTs with the knowledge, skills and approaches in management and environmental sustainability, especially in terms of deforestation and reforestation.
Evaluation of Plan 2
The evaluation of plan 2 reveals:
Even though seedlings were available at the church the community only planted trees if we were around and drove the process. They did not buy into the idea totally. I thought that they would run with the tree planting idea. It is disappointing especially since we are students and are investing our time in the project. Our efforts are not appreciated we need to try something different to get them to change their habits and attitudes this is not a simple straight forward process. (RD-Aiv) Upon the evaluation of their second plan Group A realised that the community did not take ownership of the idea to stop deforestation and to start reforestation. The plan worked to some extent; but only with their continued support. The disappointment the group encountered when their effort to bring about change was not accepted also comes to the fore. As a way forward group A decided to try a new strategy to change the community’s habit in terms of halting deforestation and initiating reforestation.
In terms of learning about EE group A realised it is a trial and error process, that replacing poor environmental practices with pro-environmental behaviour is a long process (this is not a simple straight forward process), that requires many different strategies (we need to try something different). This means that learning about EE is similar to problem solving as it is characterized by repeated, varied attempts, which are continued until success is achieved.
Reflections on Plan 2
Reflection on plan two reveals that PSGTs:
We need to get the women involved, working with the men was not really successful, they only planted tree in the church yard. It is like they need constant reminders of what needs to be done, they lack agency (RD A ii)
As can be seen from the above excerpt the group decided to include women as part of their strategy;
believing that women are more nurturing and receptive to pro-environmental ideas and actions than men.
In terms of learning about EE the group realises the need to re-shape their second idea based on their experience that men only engaged in pro-environmental behaviour under supervision. Group A reflected on the consequences of their action of only including men in their intervention plan for halting deforestation and initiating reforestation. Group A realised the need for collaborations and systems thinking (the need to include role players like women) when solving environmental issues.
7.3. 4 Intervention 3
Plan and implementation: National Tree Planting by all church members with the Forestry Commission, EMA and Council
The group decided to educate church members on the National Tree Planting Day which occurs on the first Saturday of December each year. Efforts were made to educate both men and women on deforestation, reforestation and the values of trees. The Forestry Commission was called upon to assist with information sharing and the provision of seedlings at various sites in Masvingo. Flyers were distributed to educate members of this important day in Zimbabwe’s efforts of reforestation for the country.
Photograph Aiv: showing community members from Masvingo receiving mango tress for reforestation.
Distribution of tress by Forestry commission to the local community for National Tree Planting Day. (PN-Aiv)
Photograph Av: Reflecting community members watering seedlings planted on National Tree Planting day in Masvingo
The group joins some members from the community in watering seedlings that were planted on National Tree Planting Day. The Forestry Commission had provided free seedlings to residents. The intervention was successful as over 200 trees were planted. A month later the trees were being cared for by the community. (PN-Av).
Evaluation of National Tree Planting Day
There was a greater buy-in of our third intervention. Women were involved and the Forestry Commission had addressed the church-goers on deforestation, reforestation and the value of trees.
Also the Forestry Commission distributed seedlings at various sites in Masvingo. In terms of learning about EE the group learnt about the need to have multiple committed role players to address environmental challenges.
Reflections on Intervention 3
Upon reflection on this intervention the group noted positive aspects, such as National Tree Planting day becoming a annual event in the church’s calendar, the support from the pastor, the Masvingo Municipality and Forestry Commission. The group also learnt the importance of involving women in solving environmental challenges. In terms of learning about EE the group learnt that it is an ongoing process.
These finding reveal that the capacity for young people to act as catalysts of environmental change in relation to their community is grounded in real world contextual experiences.