A Pedagogy of Love: reflections on 25 years of informal vocational education and training practices in the commercial fishing industry in South Africa
Authors:   , Ferguson Robin Anne 
Published: July 2023

This thesis is a reflection of informal vocational education and training (IVET) practices conducted by the Researcher in the commercial fishing industry between 1995-2021. Fourteen interventions took place during this time which involved several hundred sea-going employees who are disadvantaged by low levels of literacies and low/no Internet Computer Technology connectivity. The Production Programme was chosen as the focus of study and draws upon the influence of the other thirteen programmes. The purpose of the Production Programme was to teach technical fish processing skills to the production management teams and factory hands who work in the factories on board the vessels. The programme ran for five years and evolved through three distinct generations. At the heart of this work lies the question: ‘What made these programmes successful?’ This is an intra-programmatic study and seeks to identify the pedagogical practices which promoted or confounded the efficacy of the Production Programme; and based upon this understanding how such programmes could be improved, transferred, and taken to scale. These questions are both descriptive and explorative in nature. IVET is regarded as training which takes place outside of the formal South African National Qualifications Framework. This work is relevant because approximately 80% of sea-going staff neither finish school, nor get the opportunity of Post School Education and Training by going to a university, a technical institution, or a community college. This statistic is reflected in the general population (Department of Higher Education and Training [DHET], 2022). There is a fine line between being employed and unemployed for people working at this level in the formal economy which makes this project relevant to youth or persons who are ‘not in employment, education or training’ too. This means that for most South African adults IVET presents a significant opportunity for post-school education. Therefore, it is important to answer the questions raised above to rapidly improve inclusion of the majority of South Africans into meaningful education which improves livelihoods. The Theory of Practice Architectures (TPA), from the collection of social-material practice theories, is the conceptual framework for this thesis. The smallest unit of analysis of TPA are practices which may be ‘sayings/thinkings’, ‘doings’, or ‘relatings’. These practices bundle together into practice arrangements and form practice architectures. The reason that TPA was chosen was that practices were the only data available as we (learners, managers, facilitators, and me) knew what we had said/thought or done, and we were aware of the relationships between us over the years as the fourteen interventions played out. Under conventional research circumstances data would be collected in real time, however in this project, most of the data is historical. In addition to the fundamental building blocks of TPA, the theory is embedded in a Theory of Education. There have also been contemporary enhancements to the TPA which were significant to this study, for example, the Ecologies of Practices, a Trellis of Practices which Support Professional Learning, Middle Leadership, Travelling Practices, and moves towards transformative or transgressive education using the TPA in IVET. This is empirical, qualitative research and an ethnographic case study was chosen as the research design which is a methodology particularly suited to answering both descriptive and explorative questions. Nine methods for data collection were used, namely an historical reflective narrative; two focused-group interviews; three individual interviews; four Whatsapp videos; one WhatsApp voice note; two mobisodes; ten questionnaires; 29 documents; and 16 photographs. Because this data was collected under Covid-19 pandemic conditions, two conceptions were employed to guide the generation of data under these uncertain and constrained conditions. These were firstly, the ‘methodology of chance’ which allowed for a ‘methodological agility’; and secondly, the idea of ‘information power’ which is helpful in deciding on how much data is enough. In order to be explicit concerning a key research activity, the approach and method used to review the literature is explicated. Key practices were identified in the data set and described; and then the data was analysed using heuristics provided by TPA theorists. Seven Tables of Invention were used to synthesise the data arising from these practices. An eighth Table of Invention was used to synthesise all the practices and practice arrangements characterised; and to indicate how these evolved over time and space. The data description and analysis is supported by eight Analytic Memos, a comprehensive Data Code Table and a hyperlink to a data repository which provides access to oral and video material. The findings distinguished five key practices and practice arrangements which were: Practices of the Creation of Courseware; Practices of Teaching and Learning; Practices of Assessment; Practices of Love; Practices of Management. The thesis title is reflective of the impact which love has upon the pedagogical process of IVET. Based upon the analysis and synthesis of the corpus of data, practices which either promoted or confounded the Production Programme became visible; it is these insights which inform future improvements to similar programmes. Emanating from these findings, two overarching practice architectures (PA) were identified which restrained the Production Programme in the same manner that the banks of a river restrain a river, and yet simultaneously, are changed by the river over time. These are the PA of Methodology and Methods and the PA of Maturing Ecologies of Practices. The inferences drawn from the data were achieved through the use of deductive, inductive, and abductive reasoning. My claim to new knowledge is a lamination of a practical contribution on one side of the coin, and a theoretical contribution on the other side of the coin. The PA of Methodology and Methods provides a practical mechanism to create, deliver and assess IVET. This is done by explicating the three practice architectures which constitute the overarching PA of Methodology and Methods which are, the PA of Informality; the PA of Range, and the PA of Relationality. An IVET programme constitutes Ecologies of Practices. The theoretical conception of the overarching PA of Maturing Ecologies of Practices provides a conceptual tool which enables the transferring and scaling of IVET programmes. It does this by providing theoretical indicators to establish the ‘state’ of an IVET programme as it matures over time from a pioneer state to a settler state. An IVET educator can then work towards creating a PA which is conducive for a mature ecologies of practices to form; and the programme can then be transferred and/or taken to scale, if this is desirable in the particular context. The power of my claim to new knowledge does not lie on one side or the other of the coin, but in the lamination of the practical and theoretical contributions put to use in the service of IVET. This thesis concludes with a number of theoretical and practical recommendations which are loosely grouped according to ‘sayings/thinkings’, ‘doings’ and ‘relatings’ in deference to the value of TPA to this thesis. An urgency is conveyed in these recommendations as there is an immediate need to improve the livelihoods of ordinary South Africans. One of the ways of doing this is through informal ‘education for living well’ which contributes to a ‘world worth living in’.