Social and reparative justice

The focus of this research programme is on making sense of and responding to change and crises through recentring the global south not only geospatially, but also epistemologically and ontologically around whose justice counts and what justice could entail. It thus offers a decolonial conversational space that draws together interdisciplinary work emanating from the history of this productive exchange, and that insists on the importance of critically engaging with modernity and colonial histories and practices in the shaping of scholarship, policy, and practice in the global south. Members of the programme are specialists in, amongst others, social anthropology, history, sociology, communication studies, philosophy, politics, and development studies.

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1. Deepening of democracy

Globally, the quest for democratic consolidation remains a critical theme of research as the late 20th-century wave of democratisation recedes into history and complexities of the sustainability and deepening thereof have now emerged and, in some cases, threaten gains that were made in developed and developing states. International deepening of democracy as a research object is considered appropriate as various civil, political, judicial, bureaucratic and economic questions and complexities relate to the understanding of democratic consolidation and its survival. The subgroup’s research focus is therefore about the prospects for, and threats to global democratic consolidation. Also, it explores fundamental arenas for deepening democracy and which substantive policy outputs can lead to social cohesion. Disagreements about the utility of democracy depend on the evaluation of substantive policy inputs compared to procedural outputs. The following research focuses strengthens the above rational:

• Prospects for, of and threats to democratic consolidation from an international perspective
• Fundamental values to strengthen and encourage arenas for democracy and social cohesion
• Verification of quality information vs. misinformation and disinformation
• Social justice is central to political expressions and imaginations about a better life

2. Digital Humanities

Given the speed and scale of recent technological developments, as well as the pervasiveness of digitality in everyday life, the Critical Digital Humanities engages with what it means to widely adopt invasive machine learning applications. Although we do not argue against technology per se, we do problematise the widespread use of the term ‘AI’ because of its deceptive, but erroneous, inferences to intelligence and sentience. In place, we hold that it is far more useful to demystify these kinds of technologies by refencing them in terms of what they really are: large language models driven by statistical processes. In so doing, questions about how we encounter knowledge – particularly knowledge like fake news, disinformation and misinformation, as well as their means of spreading, for example through echo chambers and filter bubbles – becomes far more intelligible. This means that we are better equipped to probe the effects of these technologies in our various ecologies – be that pedagogy, communication, philosophy, politics, or society. Given this, we ask questions about what it looks like to safeguard news quality; what online social activism might look like; what the impacts of these technological changes are on how we do politics; what we understand a society to be; what novel modes of surveillance and control are emerging; the role of machine learning ethics given the digital redistribution of power and neo-colonialism; and what new methodologies we might need to grapple with these unprecedented developments.

3. Environmental Humanities

With the coining of the term ‘Anthropocene’ in the 1980s and its rapid adoption into scientific and popular discourse in the 21st century as the name of our current geological epoch, we are unavoidably confronted by the fact that humans are now the single most significant geological force shaping our planetary future.  This recognition requires that we fundamentally rethink the fundamental binaries that have shaped Western ontological and epistemological assumptions.  These include the separation of ‘nature’ from ‘society’ and ‘culture’ and the associated division of labour between the natural and the social and human sciences in universities, research institutes, advocacy bodies and policy groups.

From the perspective of the global south, it is important to recognize that the planetary crisis does not simply derive from humans in general, but maps onto the unfolding and enduring inequalities brought into being across the 500-year colonial history that has shaped and that continues to shape a fundamentally unequal and unjust global system.  Within this context, the drivers of the unfolding planetary crisis overwhelmingly derive from the economic developments in the global north, while the impacts disproportionally impact in the global south. 

Between these two implications of the Anthropocene there are many important areas of research to follow and develop in our local context.  The first relates to the scholarship required to problematize our received ontological and epistemological frameworks; and the second relates to the important ongoing work of interrogating how ongoing colonial relations have enabled the differential valuation of environments and bodies through frameworks such as regulation, conservation, resource extraction, land ownership and the like.

Within this programme, scholars and students are focused on interrogating the philosophical and colonial underpinnings of the planetary crisis through engaging environmental histories, contemporary constructions of nature, more-than-human (post human) scholarship, epistemic diversity; and ontological decentring.  Such scholarship is positioned within the broad project of decolonization and intends reparative justice as an important outcome of the work.

4. Gender and sexuality

The South African Constitution seeks to contribute to the realisation of gender and sexual inclusivity, reciprocal respect and equality. Yet, irrespective of its lauded provisions reports continue to surface that chronicle gender-based violence (GBV) against women, men, children and sexual minority persons. These instances, consequently, shape our conceptualisations, experiences and expressions of gender and sexuality. Yet, irrespective of its lauded provisions, research shows that South Africa’s history of violence under apartheid and increasing reports of gender-based violence (GBV) against women, men and children, continue to shape our conceptualisations, experiences and expressions of gender and sexuality.

Varied ideologies inform contemporary views about the matter. On the one hand, some espouse support for a hierarchically stratified approach to gender and sexual identification, i.e., favouring hegemonic, heteronormative and patriarchal views. On the other hand, some proponents of Feminism, inclusive masculinity theory (IMT), postmodernism, poststructuralism, queer theory, and social constructionism, among others, point to the growing diversity, fluidity, plurality and homosociality between and men and women.

5. Scope of the research programme

Social and reparative justice The desire for a fair society and social responsibility is fuelled by a concern for justice, which includes a focus on social justice. This focus involves acknowledging and addressing historical and current inequalities, particularly within the social reality of communities.
Deepening democracy	Digital humanities	Environmental humanities	Gender and sexuality
Ideology Power and freedom Conflict and violence resolution Social cohesion Sustainability Democratic institutions	‘Rewilding technology’ ‘Algorithms’ Artificial intelligence Digital news Malinformation Cyber-feminisms Transhumanism Network infrastructures	Conservation policy Environmental philosophy Environmental history Environmental ethics Climate crisis as anthropogenic More-than-human ecologies The Anthropocene	Media, gender, sexuality The social institutions of gender and sexuality (SIGS) Philosophising gender Historising gender

Management for sustainability

The organisational landscape, which includes public, profit and non-profit organisations, is continuously changing. The current environment can be described as volatile, uncertain, complex and ambiguous.

Within this context, the public sector should strategically manage the execution of the democratic development state’s goals and objectives. Public servants are essential in achieving the aforementioned and should be managed with excellence and sustainability in mind.

Furthermore, the future and success of any organisation depends on a multitude of factors and vary depending on the nature of the organisation, the industry in which it operates and its goals, among others. The following factors play a significant role in the success of an organisation: leadership, organisational culture, the management of organisational behaviour and dynamics, innovation and adaptability, financial management, strategic partnerships and the impression that stakeholders form of that organisation, technology and infrastructure, and risk management, among others. Therefore, organisations should continually focus on establishing, building and communicating the organisation’s focus, mandate and reputation, together with cultivating and maintaining relationships with all stakeholders to survive and to achieve the long-term objective of creating value for the organisation, its stakeholders and citizens.

Management for sustainability as a research programme focusses on organisational resilience, which is central to achieving long-term profit, a sustainable environment and social sustainability. There are two subprogrammes: strategic management of stakeholders and organisational behaviour and dynamics.

1. Strategic management of stakeholders

The continuously changing environment in which public, for-profit and non-profit organisations function is filled with challenges, such as (but not limited to) poverty, unemployment, inequality, ubiquitous corruption, inadequate service delivery, poorly maintained infrastructure, security concerns, failing public health and education services, and the effects of digitisation and industrial revolutions. This revolving and disruptive environment necessitates the optimal management, development and utilisation of stakeholders to enhance the various organisations’ performance with a view to address the infinite needs of society. The changing environment also demands that organisations adapt their work procedures to manage their communication and relationships with all stakeholders, partners and networks in a strategic and responsible manner. For government organisations specifically, the responsible management, relationships and communication with government partners and networks are guided by the relevant statutory and regulatory framework.

2. Organisational behaviour and dynamics

Since the management of organisational behaviour and dynamics significantly contribute to the organisational culture, workplace relations, employee wellness, employee and organisational performance, and eventual organisational sustainability, the role and responsibility of leadership in the management, development and motivation of employees is pivotal – especially in the revolving and disruptive environment in which organisations function. It is accepted that organisational success presupposes internal effectiveness and thus, the management of people, power and politics, organisational values, as well as sound communication and decision-making systems and practices, are essential to the achievement of organisational objectives.

3. Scope of the research programme

Management for sustainability in the public, for-profit and non-profit sectors The organisational landscape, which includes public, profit and non-profit organisations, is continuously changing. The current environment can be described as volatile, uncertain, complex and ambiguous, while others experience the environment as brittle, anxious, nonlinear, and incomprehensible. Therefore, organisations face several challenges regarding sustainability and should manage their stakeholders excellently to achieve the goal of sustainability.
Strategic management of stakeholders	Organisational behaviour and dynamics
Stakeholder engagement (internal and external) Stakeholder communication Integrated communication and strategy Governance network	Organisational and stakeholder culture, values and behaviours Governance Changing and evolving organisational internal and external environments  Employability Human resource management Leadership Power and politics Employee motivation Organisational change

Social sustainability

Social sustainability refers to the ability of a community, society, or organisation to enhance the quality of life of its members in the present and for future generations. The following core concepts inform social sustainability.

Quality of Life: Ensuring that individuals and communities have access to basic human needs, such as clean water, food, shelter, healthcare, education, and a safe environment. It also includes promoting physical and mental well-being and a high overall quality of life.​

Equity and Inclusivity: Fostering a society where all individuals have equal opportunities, rights, and access to resources and benefits, regardless of their background, socioeconomic status, race, gender, or other characteristics. This involves reducing disparities and promoting social justice.​

Community and Social Cohesion: Encouraging strong social networks and relationships within communities. This helps people feel connected and supported, which can enhance their resilience and overall quality of life.

Cultural Preservation: Protecting and celebrating cultural diversity and heritage, acknowledging the importance of traditions, languages, and cultural practices that contribute to the identity and well-being of different communities.​

Social Responsibility: Encouraging responsible behaviour among individuals and organizations, promoting ethical practices, and holding entities accountable for their social and environmental impacts.​

Participation and Engagement: Involving citizens in decision-making processes, allowing them to have a say in policies and initiatives that affect their lives and communities.

When conducting research on social sustainability, it's essential to engage with diverse stakeholders, including community members, organizations, and policymakers, to gain a comprehensive understanding of the issues and to develop effective solutions. ​These stakeholders include: NGOs, government, business, civil society​. There are three subgroups in this programme, community development, societal knowledge systems and society and sustainable governance.

1. Community development

The focus is on research that takes place in and with communities to bring about social and environmental change towards sustainable community development. There are various important role players that should contribute to sustainable community development, including the communities themselves, the non-profit sector, the profit sector and the government. A diversity of programmes and projects are researched, developed, implemented and evaluated by these various role players to contribute to sustainable community development

2. Societal knowledge systems and philosophies

Local and indigenous knowledge refers to the understandings, skills and philosophies developed by societies with long histories of interaction with their natural surroundings. Such knowledge is integral to a cultural complex that also encompasses language, systems of classification, resource use practices, social interactions, ritual and spirituality. These unique ways of knowing are important facets of the world’s cultural diversity and provide a foundation of locally appropriate sustainable development” (UNESCO).

3. Governance for sustainability

The way in which organisations do business in a responsible and accountable manner to create value for both the organisation and society while protecting the environment. The complexities of sustainability are too complex for single actors to successfully address. The emergence of a network form of governance thus results, implying that a multitude of actors become involved in the ways in which societies organise itself in creating value towards sustainability. In this regard, government institutions, entities and agencies collaborate with international development agencies, private sector enterprises, non-governmental organisations, community-based organisations, and other civil society organisations to address the three dimensions of sustainability, namely people (social), planet (environment) and profit (economy). The dynamics of this network of collaboration is known as ‘governance’ and is maintained by policies, international protocols, treaties and institutional resource allocation arrangements.

4. Scope of the research programme

Social sustainability the outcome Community development entails the empowerment of communities with the aim of social change towards their sustainability and overall resilience. ​ Societal knowledge systems and philosophies utilise societal knowledge systems as an important element to bring about social change and to foster sustainable communities.​ Ethical, responsible, accountable and responsive good governance praxis in different sectors (e.g., business, government, NGOs, CBOs and civil society) create shared value towards organisational and social sustainability.
Community development	Societal knowledge systems and philosophies	Governance for sustainability
Place and connectivity​  Social-specific networks and their value in promoting sustainability​ Economy and society (land and resources and the management thereof​ Community media for community development and social change​ Participatory communication towards sustainable development​ Socio-economic development​ Social transformation​	Socio-cultural and environmental experiences​ Values and risk management​ Community communitarianism: harmonious and interdependent relationships between human human-nature-universe and notions of equality and complementarity as values ​	CSR/sustainability communication​ Socio-economic development​ Governance (ethical governance & networking and collaborative governance)​ Government strategies and programmes for sustainability​ Multi-sector approach in addressing sustainability issues​ Transparency and accountability​

Philosophy, methodology and pedagogy of science

The programme creates the space to conduct scientific, philosophical and pedagogical research via scientific methods. The uniqueness of the programme is encapsulated in its aim to strive for advanced disciplinary knowledge creation, theory development, and/or scholarly and pedagogical insights and transformation. In attaining this aim, emphasis is firstly placed on disciplinary philosophy to produce specialised knowledge and epistemic legitimacy. The philosophical foundations of disciplinary autonomy and how it informs disciplinary education and pedagogy are therefore critically important. Therefore, secondly, the programme provides opportunity for pedagogical research through scientific methods. The Science of Pedagogy implies the principles, tools, techniques, communication and transference of knowledge and skills in the educational context. The programme aims to facilitate the infusion of scientific research into educational practices for the enhancement of discipline-related pedagogical approaches. Furthermore, in consideration of the membership of various academic disciplines in the programme, it provides the opportunity for inter-disciplinary, multi-disciplinary, trans-disciplinary and cross-disciplinary scientific research to be pursued via the use of diverse methodologies towards creating sustainable communities.

1. Science of the discipline

In endeavours to understand reality through scientific methods, this sub-programme includes research on, but are not limited to, worldviews, metaphysics, paradigms, philosophical perspectives, ontology, epistemology, deontology, axiology and methodology. The cross-pollination of scientific principles, instruments and methodologies is encouraged. Thus, diverse and pluralistic research approaches, designs and methodologies are embraced. In this respect, directional, foundational and critical research are encouraged. Herein, the scientific (positivist), interpretivist (relativist), and critical (historical realism) research paradigms are accommodated in the programme. The research informed by the above approaches, designs, methodologies and paradigms should benefit of the community.

The sub-programme further places a focus on researcher positionality in research – navigating the insider, outsider, or in-out-sider positions. In addition, multi-disciplinary and cross-disciplinary integration to solve contemporary challenges are welcomed, as well as the use of classical theories and principles for modern-day challenges. The incorporation of research foci in teaching and learning (T&L) are also deliberated upon with a view to inform disciplinary education and pedagogy.

2. Science of Pedagogy

The focus of this sub-programme is placed on scholarly teaching and learning research through the investigation of pedagogical principles, approaches, techniques and methodologies. In this respect, among others, the following aspects related to the Science of Pedagogy are investigated:

• The suitability of teaching and learning philosophies and strategies and its impression on the workplace readiness of graduates.
• Decolonised, transformative and sustainable education, congruent with the development of proficient and versatile graduates that can take up leadership roles in their communities.
• Considering the workplace readiness and employability of graduates, Service-Integrated Learning (SIL) as educational tools are scholarly scrutinised for its usefulness.
• The strive towards self-directed learning that induces well-rounded graduates are investigated. The notion of self-directed learning and well-rounded graduates is associated with the German concept of Bildung. The concept of Bildung is centred on “what constitutes an educated or cultivated human being” (Biesta, 2019:24). It pivots on the notion that an educated person “acquired a clearly defined set of knowledge, ideas and values”. The concept of Bildung is supported by the NWU’s Teaching and Learning Strategy, 2021 – 2025, as illustrated in the following extract from the Strategy (NWU, 2023:2):

 

The pedagogical paradigm is concerned with the university’s responsibility to educate students not only in disciplines, but also in terms of the skills associated with collaborative, cooperative and self-directed learning that leads to the manifestation of our graduate attributes. Linking to the oldest idea or tradition of the university, it emphasises the lecturer's role in supporting and guiding a student, and leading the student towards self-direction, actualisation and autonomy as a responsible intellectual and citizen. An important focal point of this paradigm, as for example articulated by the German idea of "Bildung" (“Moaho” in Sesotho), which can be complimented with an African philosophy episteme of intellectual reflection, called “onuma”, is that the student should reach a point where he/she can be viewed as a well-rounded, broadly orientated, intellectual with the critical capacity to embark on a lifelong, values-oriented path of interaction with knowledge and views about reality, and their application to various contexts.

3. Scope of the programme

Science of the discipline	Science of Pedagogy
Philosophical disciplinarity Disciplinary autonomy Scientific principles, approaches and methodologies Inclusive and diverse research paradigms	Pedagogical approaches, philosophies, strategies, techniques and methodologies Service-Integrated Learning (SIL) Decolonising, transformative and sustainable education Self-directed learning
The philosophical foundations of disciplinary autonomy and how it informs disciplinary education
Inter- multi- trans- and cross-disciplinary integration to solve contemporary societal challenges towards sustainable communities