The Contested Floodplain. Institutional Change of the Commons in the Kafue Flats, Zambia

The Contested Floodplain tells the story of institutional changes in the management of common pool resources (pasture, wildlife, and fisheries) among Ila and Balundwe agro-pastoralists and Batwa fishermen in the Kafue Flats, in southern Zambia. It explains how and why a once rich floodplain area, managed under local common property regimes, becomes a poor man’s place and a degraded resource area. Based on social anthropological field research, the book explains how well working institutions in the past, regulating communal access to resources, have turned into state property and open access or privatization. The study focuses on the historic developments taking place since pre-colonial and colonial times up to today. Haller shows how the commons had been well regulated by local institutions in the past, often embedded in religious belief systems. He then explains the transformation from common property to state property since colonial times. When the state is unable to provide well-functioning institutions due to a lack in financial income, it contributes to de facto open access and degradation of the commons. The Zambian copper-based economy has faced crisis since 1975, and many Zambians have to look for economic alternatives and find ways to profit from the lack of state control (a paradox of the present-absent state). And while the state is absent, external actors use the ideology of citizenship to justify free use of resources during conflicts with local people. Also within Zambian communities, floodplain resources are highly contested, which is illustrated through conflicts over a proposed irrigation scheme in the area.

Pedagogical field experiences in teacher education: Introduction to the research area

Research on pre-service teacher internships has become a dynamic area of investigation in teacher education whose growth seems to correspond with increased activity at the institutional level over the past two decades. Introducing or expanding field experiences has been a common strategy in nearly all teacher education programs for the last twenty years, and reforming teacher education with a focus on its practical aspects still ranks near the top of education policy agendas. This article provides an introduction to the research field, addressing five basic issues: (1) precision in the definition of the construct, (2) main sources of research literature, (3) elaboration of the construct in terms of effects and mediating variables, (4) the methodological challenges of empirical research, and (5) major areas of future research. Emphasis is placed on the often ignored aspect that internships elicit both intended and unintended effects, including not only positive but also adverse side effects.