Auswahl der wissenschaftlichen Literatur zum Thema „Postculturalism“

This study was initiated to contribute to the sustainable management of the Badénou classified forest. Its objective was to contribute to a better knowledge of the flora of this classified forest and, beyond that, to provide details on the distribution of species on the scale of Côte d'Ivoire. Surface survey methods and itinerant inventories were adopted during this work in 30 plots, 25 of which were set aside for post-cultural fallow. A total of 241 species were recorded throughout the massif, divided into 184 genera and 53 families. The botany inventories in all parts of the forest helped identify 241 species have been recorded in Badénou forest during field investigations, distributed among 183 genera and 53 families. Among those species, 162 (67.22%), 12 (4.98%), 10 (4.15%) and 10 (4.15%) are phanerophytes, therophytes, geophytes and hemicryptophytes, respectively. 34 species (14.11%) are lianas. Most species are dispersed by endozoochory (108 species 44.40%), either bear small, fleshy fruits that are dispersed by animals, either by endozoochory (106 species = 43.98%). Phytochory analysis shows relevant proportion of widespread species (96 species = 39.83%) compared to endemic guineo-congolian species (44 species = 18.26%). 5 species (2.07%) are guineo-congolian species that are endemic from West Africa, among which only one was endemic from Côte d’Ivoire. Those proportions indicate that the forest under study is included in dry rainforest sensu Guillaumet & Adjanohoun, and match with the widespread guineo-congolian–soudano-zambezian zone defined by White & Edwards. Unfortunately, this forest is still under enormous human pressure. Conservation efforts for endemic, rare and endangered species and the classified forest itself must be a priority. La présente étude a été initiée pour contribuer à la gestion durable de la forêt classée de Badénou. Elle avait pour objectif de contribuer à une meilleure connaissance de la flore de cette forêt classée et, au-delà, à apporter des précisions sur la répartition des espèces à l’échelle de la Côte d’Ivoire. Les méthodes de relevé de surface et des inventaires itinérants ont été adoptées lors de ces travaux dans 30 parcelles dont 25 dans les jachères postculturales. Au total 241 espèces ont été recensées dans l’ensemble du massif, réparties en 184 genres et 53 familles. Parmi ces espèces, 162 (67,22%) sont des phanérophytes, 12 (4,98%) espèces sont des thérophytes, 10 (4,15%) espèces sont des géophytes et 10 (4,15%) autres sont des hémicryptophytes. 34 espèces (14,11%) sont des lianes. La plupart des espèces sont soit pourvues d’appendices permettant leur dissémination par le vent (108 espèces = 44,40%), soit possedent de petites diaspores charnues dont la dissémination est assurée par les animaux, soit par endozoochorie (106 espèces = 43,98%). L’analyse des phytochories montre une contribution importante des espèces à large répartition (39,83% soit 96 espèces) par rapport aux espèces guinéo-congolaises (18,26%). 5 espèces (2,07%) sont des guinéo-congolaises endémiques de l’Afrique de l’Ouest, dont une est endémiques de Côte d’Ivoire. Ces différentes proportions confirment l’appartenance de la forêt étudiée à la zone de forêt dense sèche de Guillaumet & Adjanohoun, qui correspond à la zone de transitio guinéo congolais-soudano-zambézienne de White & Edwards. Malheureusement, la forêt classée de Badenou subit encore d’énormes pressions anthropiques. Les efforts de conservation des espèces endémiques, rares et menacées d’extinction et de la forêt classée elle-même doivent être une priorité.

This thesis documents the development of a narrative epistemology and an associated pedagogic practice around the conflicts that occur in experiential learning settings. The thesis traces a progressive shift away from individualistic accounts of conflicts and dilemmas in learning being primarily embedded in psychological spaces, to a recognition of the importance of the social space - the cultural discourses that shape our everyday activity and interactions. This recognises that conflict is not simply a consequence of difference arising from personality, or other psychological factors, but a consequence of prevailing cultural narratives that instruct/construct us into the identities that we are. This pedagogic practice involves a change from internalising conversations to externalising conversations, thus keeping the discursive space open to the different stories, which are usually silenced by prevailing taken-for-granted explanations. For me, it is this refusal of what we are (i.e. our culturally bestowed identities), and a critique of the forces that shape us, that opens spaces within the social fabric to enable different stories to be heard and appreciated and creates opportunites for new, radical learning to occur.
Doctor of Philosophy (PhD)

This thesis documents the development of a narrative epistemology and an associated pedagogic practice around the conflicts that occur in experiential learning settings. The thesis traces a progressive shift away from individualistic accounts of conflicts and dilemmas in learning being primarily embedded in psychological spaces, to a recognition of the importance of the social space - the cultural discourses that shape our everyday activity and interactions. This recognises that conflict is not simply a consequence of difference arising from personality, or other psychological factors, but a consequence of prevailing cultural narratives that instruct/construct us into the identities that we are. This pedagogic practice involves a change from internalising conversations to externalising conversations, thus keeping the discursive space open to the different stories, which are usually silenced by prevailing taken-for-granted explanations. For me, it is this refusal of what we are (i.e. our culturally bestowed identities), and a critique of the forces that shape us, that opens spaces within the social fabric to enable different stories to be heard and appreciated and creates opportunites for new, radical learning to occur.