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Learning, Faith, and Sustainability in Kenya: Considering the Work of Faith-Based Organizations

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Learning, Faith, and Sustainability in Kenya: Considering the Work of Faith-Based Organizations Learning, Faith, and Sustainability in Kenya: Considering the Work of Faith-Based Organizations by Joanne Marguerite Moyer A Thesis Submitted to the Faculty of Graduate Studies of The University of Manitoba In Partial Fulfilment of the Requirements For the Degree of Doctor of Philosophy Natural Resource Institute University of Manitoba Winnipeg, MB Canada Copyright © 2012 by Joanne Marguerite Moyer THE UNIVERSITY OF MANITOBA FACULTY OF GRADUATE STUDIES ***** COPYRIGHT PERMISSION Learning, Faith, and Sustainability in Kenya: Considering the Work of Faith-Based Organizations By Joanne Marguerite Moyer A Thesis submitted to the Faculty of Graduate Studies of The University of Manitoba in partial fulfillment of the requirement of the degree Of Doctor of Philosophy In Natural Resources and Environmental Management (PhD) © 2012 by Joanne Marguerite Moyer Permission has been granted to the Library of the University of Manitoba to lend or sell copies of this thesis, to the National Library of Canada to microfilm this thesis and to lend or sell copies of the film, and to University Microfilms Inc. to publish an abstract of this thesis/practicum. This reproduction or copy of this thesis has been made available by authority of the copyright owner solely for the purpose of private study and research, and may only be reproduced and copied as permitted by copyright laws or with express written authorization from the copyright owner. Abstract Sustainability, the work of building a world that is ecologically, socially and economically just, is essentially a learning process. To move more effectively toward this goal, a deeper understanding of learning is necessary. Non-governmental organizations (NGOs) have come to play a significant role within the sustainability project, and thus form the context for much learning toward sustainability. Faith-based organizations (FBOs) are a significant but understudied segment of the NGO family. This research investigates learning among individuals within FBOs doing environmental and development work in Kenya, using the framework of Mezirow’s transformative learning theory. The identity and function of these FBOs is profiled, highlighting the key role churches and faith-based agencies can play in effecting sustainable and holistic change in Global South countries, due to their rootedness in the community, the social capital they help produce, and the respect they receive from local people. Learning for sustainability is examined through interviews with participants from two case FBOs: A Rocha Kenya and Rural Service Programme of the East Africa Yearly Meeting of Friends. Attention to the context these organizations provide for learning highlighted the influence of supportive community, mentor relationships, teamwork, and training and evaluation structures. Learning outcomes covered a broad range of areas, with the highest proportion fitting within environment/conservation (e.g., linking faith and environmental concerns, and agriculture and birding skills) and community work (e.g., relating to people, managing groups, teaching and facilitation) umbrellas. Some transformative learning was experienced, mostly through learning in the instrumental domain. Key learning processes included observation and experience, training, practical application and learning from each other, highlighting the importance of embodied learning processes. Applying learning through action, both at work and in the home and community, was an important expression of learning for participants, though this expression was sometimes blocked by personal and social barriers that prevented the completion of the learning-action cycle. i Acknowledgements Funding for this research was provided by the Social Sciences and Humanities Research Council and the Manitoba Graduate Scholarship. None of this would have been possible without their financial support. My supervisor, Dr. John Sinclair, was a steady guiding hand throughout this journey, providing encouragement, direction, truly constructive criticism, humour, and friendship. My committee members, Dr. Harry Spaling, Dr. Alan Diduck, and Dr. Klaus Klostermaier, provided additional insight and support throughout the process. Most importantly, I acknowledge all of the organizations that participated in this project. They generously shared their time and their thoughts to contribute to my work. Special recognition goes to A Rocha Kenya and the Rural Service Programme of the East Africa Yearly Meeting of Friends, who welcomed me into their communities for several months. I extend my deepest thanks to all the individuals who agreed to be interviewed and participate in focus groups, sharing not only their time and their experiences, but a part of their lives with me. Several individuals provided particular help and support with the research in Kenya, including Professor Jesse Njoka, Stephan Lutz, Jacob and Alvera Stern, Tim Wright, and Sammy Mutua. Lois and Wes Boyer, Aram and Debbie Di Genarro, all the folks at the Mennonite Guest House, Lillis Weeks, and Linet Malesi helped to make Kenya my home for nearly a year. Werner and Adelia Wiens and Larry Loewen-Rudgers shared useful tips about life and research in Kenya as I prepared for my trip. This experience was greatly enriched by the Natural Resource Institute community, particularly my lunch buddies and the office 301 ranters. Thanks for keeping me focussed and sane. Thanks also to John’s learning group for the stimulating discussions and helpful feedback. A special thanks to Kate Turner for helping to make my figures pretty, and to Nathan Deutsch for his map making prowess – I hope you enjoyed the lettuce. A special thanks also goes to Sheila Klassen-Wiebe who inspired me to do a PhD in the first place. And finally, my family, Jim, Beth, and Marie Moyer, my friends (especially Shauna Friesen), and the communities of Home Street Mennonite Church and Lethbridge Mennonite Church, for all the love, support, and encouragement you have provided as I travelled this journey. I extend my deepest gratitude and thanks to all of you. S. D. G. ii Table of Contents Abstract......................................................................................................................... i Acknowledgements....................................................................................................... ii List of Tables................................................................................................................. vii List of Figures............................................................................................................... viii List of Photos............................................................................................................... viii Chapter 1: Introduction 1.1 Background.............................................................................................. 1 1.1.1 The Sustainability Project..................................................................... 1 1.1.2 The Role of Faith-Based Organizations................................................ 3 1.1.3 Defining Faith and Religion.................................................................. 7 1.1.4 Learning for Sustainability.................................................................... 8 1.1.5 Kenya.................................................................................................... 12 1.2 Purpose and Objectives............................................................................ 12 1.3 Methods.................................................................................................... 13 1.3.1 Phase One.............................................................................................. 13 1.3.2 Phase Two............................................................................................. 14 1.3.3 Data Analysis........................................................................................ 14 1.4 Organization of the Thesis....................................................................... 15 Chapter 2: The Complex of Sustainability, Faith, and Learning in Kenya 2.0 Introduction.............................................................................................. 16 2.1 Kenya: A Country Profile........................................................................ 16 2.1.1 Sustainability Challenges...................................................................... 18 2.1.2 Faith Profile.......................................................................................... 23 2.1.3 NGOs, FBOs, and Sustainability.......................................................... 26 2.2 Faith and Sustainability............................................................................ 29 2.2.1 Faith and Development......................................................................... 30 2.2.2 Faith and the Environment.................................................................... 34 2.2.3 Obstacles and Challenges to Faith-Based Sustainability Work ........... 44 2.2.4 The Contribution of Faith to the Sustainability Project........................ 47 2.2.5 Studying FBOs...................................................................................... 53 2.3 Transformative Learning Theory............................................................. 57 2.3.1 The Theory in Outline........................................................................... 58 2.3.2 The Learning Process...........................................................................
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