Expansive Learning and Transformative Agency for Equity and Sustainability: Formative Interventions in Six Continents
- Engeström, Yrjö, Bal, Aydin, Sannino, Annalisa, Morgado, Luciana P, de Gouveia Vilela, R A, Querol, Marco P, Lotz-Sisitka, Heila, Wei, Ge, Chikunda, Charles, Hopwood, Nick, Virkkunen, Jaakko, Mukute, Mutizwa
- Authors: Engeström, Yrjö , Bal, Aydin , Sannino, Annalisa , Morgado, Luciana P , de Gouveia Vilela, R A , Querol, Marco P , Lotz-Sisitka, Heila , Wei, Ge , Chikunda, Charles , Hopwood, Nick , Virkkunen, Jaakko , Mukute, Mutizwa
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , symposium
- Identifier: http://hdl.handle.net/10962/436688 , vital:73293 , ISBN 978-3-030-99347-4 , https://repository.isls.org//handle/1/8974
- Description: This double symposium brings together activity-theoretical formative intervention research conducted in six continents. The aim is to illuminate and examine the common threads, important differences, and new challenges of formative inter-vention studies to address “wicked problems” in different cul-tural, political, and economic contexts. Formative interven-tions facilitate expansive learning and systemic transfor-mation led by local stakeholders in organizations and social movements. The formative intervention methodology is based on the principles of double stimulation and ascending from the abstract to the concrete. Its most well-known appli-cation is the Change Laboratory method. Formative interven-tions generate and support expansive learning and trans-formative agency. The current global crises of climate change, poverty and deepening inequalities are giving rise to what is called fourth generation activity theory for tackling fateful challenges by building heterogenous multiactivity coa-litions. The symposium will present the theoretical and peda-gogical challenges and possibilities in Change Laboratories and other formative interventions to develop just and sus-tainable solutions to global crises.
- Full Text:
- Date Issued: 2022
- Authors: Engeström, Yrjö , Bal, Aydin , Sannino, Annalisa , Morgado, Luciana P , de Gouveia Vilela, R A , Querol, Marco P , Lotz-Sisitka, Heila , Wei, Ge , Chikunda, Charles , Hopwood, Nick , Virkkunen, Jaakko , Mukute, Mutizwa
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , symposium
- Identifier: http://hdl.handle.net/10962/436688 , vital:73293 , ISBN 978-3-030-99347-4 , https://repository.isls.org//handle/1/8974
- Description: This double symposium brings together activity-theoretical formative intervention research conducted in six continents. The aim is to illuminate and examine the common threads, important differences, and new challenges of formative inter-vention studies to address “wicked problems” in different cul-tural, political, and economic contexts. Formative interven-tions facilitate expansive learning and systemic transfor-mation led by local stakeholders in organizations and social movements. The formative intervention methodology is based on the principles of double stimulation and ascending from the abstract to the concrete. Its most well-known appli-cation is the Change Laboratory method. Formative interven-tions generate and support expansive learning and trans-formative agency. The current global crises of climate change, poverty and deepening inequalities are giving rise to what is called fourth generation activity theory for tackling fateful challenges by building heterogenous multiactivity coa-litions. The symposium will present the theoretical and peda-gogical challenges and possibilities in Change Laboratories and other formative interventions to develop just and sus-tainable solutions to global crises.
- Full Text:
- Date Issued: 2022
Education in times of COVID-19: Looking for silver linings in the Southern Africa’s educational responses
- Mukute, Mutizwa, Francis, Buhle, Burt, Jane C, De Souza, Ben
- Authors: Mukute, Mutizwa , Francis, Buhle , Burt, Jane C , De Souza, Ben
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/389799 , vital:68484 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/198219"
- Description: Coronavirus Disease 2019 (COVID-19) has disrupted socio-economic activities, including formal and non-formal education, across the world at lightning speed. By mid-April 2020, it had interrupted the formal education of nearly 1.6 billion students in 192 countries. COVID-19’s disruption of education in Africa, and especially in southern Africa, has been severe for several reasons. However, educational responses to COVID-19 suggest that it has stimulated the appetite for developing educational innovations – silver linings to the COVID-19 cloud. This paper is based on interviews conducted with 56 parents, students and educators involved in formal and non-formal education in Botswana, Malawi, Namibia, South Africa, Zambia and Zimbabwe. We identified the main educational challenges in these countries as being concerned with adapting to: (i) online education and learning, (ii) continuity of education from home, and (iii) community-based learning in small groups. The silver linings that we identified are: (i) putting greater emphasis on finding context-specific solutions to education and health problems (improvisation), which is important for educational relevance and reveals the value of local actors, (ii) making linkages between social and ecological systems clearer, which is making the value of education for sustainable development (ESD) in this century more explicit, and (iii) revealing structural inequality and justice issues in education, which draws attention to the need for urgently addressing them as part of transformative change in education and sustainable development.
- Full Text:
- Date Issued: 2020
- Authors: Mukute, Mutizwa , Francis, Buhle , Burt, Jane C , De Souza, Ben
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/389799 , vital:68484 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/198219"
- Description: Coronavirus Disease 2019 (COVID-19) has disrupted socio-economic activities, including formal and non-formal education, across the world at lightning speed. By mid-April 2020, it had interrupted the formal education of nearly 1.6 billion students in 192 countries. COVID-19’s disruption of education in Africa, and especially in southern Africa, has been severe for several reasons. However, educational responses to COVID-19 suggest that it has stimulated the appetite for developing educational innovations – silver linings to the COVID-19 cloud. This paper is based on interviews conducted with 56 parents, students and educators involved in formal and non-formal education in Botswana, Malawi, Namibia, South Africa, Zambia and Zimbabwe. We identified the main educational challenges in these countries as being concerned with adapting to: (i) online education and learning, (ii) continuity of education from home, and (iii) community-based learning in small groups. The silver linings that we identified are: (i) putting greater emphasis on finding context-specific solutions to education and health problems (improvisation), which is important for educational relevance and reveals the value of local actors, (ii) making linkages between social and ecological systems clearer, which is making the value of education for sustainable development (ESD) in this century more explicit, and (iii) revealing structural inequality and justice issues in education, which draws attention to the need for urgently addressing them as part of transformative change in education and sustainable development.
- Full Text:
- Date Issued: 2020
Exploring group solidarity for insights into qualities of T-learning
- Mudokwani, Kuda, Mukute, Mutizwa
- Authors: Mudokwani, Kuda , Mukute, Mutizwa
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/390612 , vital:68568 , xlink:href="https://doi.org/10.3390/su11236825"
- Description: Across the world, organised groups of farmers participating in just and sustainability transformations encounter multiple obstacles. Through solidarity manifested in iterative processes of questioning, co-learning, collective action and reflection, and value creation for themselves and for others, some succeed in overcoming them. This article investigates how a district organic farmer association in Zimbabwe is encountering and handling group solidarity challenges arising from shifting from local to district level coordinated organic production and marketing. Based on the use of change laboratory, this paper explores solidarity at the local niche and networked district level to seek insights into the qualities of T-learning.
- Full Text:
- Date Issued: 2019
- Authors: Mudokwani, Kuda , Mukute, Mutizwa
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/390612 , vital:68568 , xlink:href="https://doi.org/10.3390/su11236825"
- Description: Across the world, organised groups of farmers participating in just and sustainability transformations encounter multiple obstacles. Through solidarity manifested in iterative processes of questioning, co-learning, collective action and reflection, and value creation for themselves and for others, some succeed in overcoming them. This article investigates how a district organic farmer association in Zimbabwe is encountering and handling group solidarity challenges arising from shifting from local to district level coordinated organic production and marketing. Based on the use of change laboratory, this paper explores solidarity at the local niche and networked district level to seek insights into the qualities of T-learning.
- Full Text:
- Date Issued: 2019
Exploring the potential of developmental work research and change laboratory to support sustainability transformations: a case study of organic agriculture in Zimbabwe
- Mukute, Mutizwa, Mudokwani, Kuda, McAllistair, Georgina, Nyikahadzoi, Kefasi
- Authors: Mukute, Mutizwa , Mudokwani, Kuda , McAllistair, Georgina , Nyikahadzoi, Kefasi
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/392119 , vital:68723 , xlink:href="https://doi.org/10.1080/10749039.2018.1451542"
- Description: This paper explores the emergence of transgressive learning in CHAT-informed development work research in a networked organic agriculture case study in Zimbabwe, based on intervention research involving district organic associations tackling interconnected issues of climate change, water, food security and solidarity. The study established that We change laboratories can be used to support transgressive learning through: confronting unproductive local norms; collective reframing of problematic issues; stimulating expansive learning and sustainability transformations in minds, relationships and landscapes across time. The study also confirms the need for fourth generation CHAT to address the complex social-ecological problems of today.
- Full Text:
- Date Issued: 2018
- Authors: Mukute, Mutizwa , Mudokwani, Kuda , McAllistair, Georgina , Nyikahadzoi, Kefasi
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/392119 , vital:68723 , xlink:href="https://doi.org/10.1080/10749039.2018.1451542"
- Description: This paper explores the emergence of transgressive learning in CHAT-informed development work research in a networked organic agriculture case study in Zimbabwe, based on intervention research involving district organic associations tackling interconnected issues of climate change, water, food security and solidarity. The study established that We change laboratories can be used to support transgressive learning through: confronting unproductive local norms; collective reframing of problematic issues; stimulating expansive learning and sustainability transformations in minds, relationships and landscapes across time. The study also confirms the need for fourth generation CHAT to address the complex social-ecological problems of today.
- Full Text:
- Date Issued: 2018
Responsive Curriculum Design and Implementation: Contextualising and Recontextualising Content in the Case of Climate Change EducationTraining for Southern African Transfrontier Conservation Area Practitioners
- Mukute, Mutizwa, Pesanayi, Tichaona
- Authors: Mukute, Mutizwa , Pesanayi, Tichaona
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , bulletin
- Identifier: http://hdl.handle.net/10962/436427 , vital:73271 , ISBN bulletin , https://www.saqa.org.za/wp-content/uploads/2023/02/SAQA-Bulletin-2017-1.pdf#page=37
- Description: This paper discusses how the climate change education/training needs of Park Managers, Ecologists, and Community Development Officers in Southern African Development Community (SADC) Transfrontier Conser-vation Areas (TFCAs) were established through contextual profiling. It subsequently analyses how a curriculum that was designed in response to a contextual profiling process was recontextualised during implementa-tion by the SADC Regional Environmental Education Programme (REEP), with support from the German Federal Enterprise for International Coop-eration (GIZ). The paper’s purpose is to trace the trajectory of contextual-ised curriculum development and implementation with a view to identify-ing how the twin concepts of contextual profiling and recontextualisation were utilised and lessons were learned. The paper has potential value for educators/ trainers interested in increasing the relevance of protected area workplace learning and its congruence to learners’ realities. It also has relevance for learning pathways in the environment and sustaninable development arena and elsewhere.
- Full Text:
- Date Issued: 2017
- Authors: Mukute, Mutizwa , Pesanayi, Tichaona
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , bulletin
- Identifier: http://hdl.handle.net/10962/436427 , vital:73271 , ISBN bulletin , https://www.saqa.org.za/wp-content/uploads/2023/02/SAQA-Bulletin-2017-1.pdf#page=37
- Description: This paper discusses how the climate change education/training needs of Park Managers, Ecologists, and Community Development Officers in Southern African Development Community (SADC) Transfrontier Conser-vation Areas (TFCAs) were established through contextual profiling. It subsequently analyses how a curriculum that was designed in response to a contextual profiling process was recontextualised during implementa-tion by the SADC Regional Environmental Education Programme (REEP), with support from the German Federal Enterprise for International Coop-eration (GIZ). The paper’s purpose is to trace the trajectory of contextual-ised curriculum development and implementation with a view to identify-ing how the twin concepts of contextual profiling and recontextualisation were utilised and lessons were learned. The paper has potential value for educators/ trainers interested in increasing the relevance of protected area workplace learning and its congruence to learners’ realities. It also has relevance for learning pathways in the environment and sustaninable development arena and elsewhere.
- Full Text:
- Date Issued: 2017
Transgressing the norm: Transformative agency in community-based learning for sustainability in southern African contexts
- Lotz-Sisitka, Heila, Mukute, Mutizwa, Chikunda, Charles, Baloi, Aristides, Pesanayi, Tichaona V
- Authors: Lotz-Sisitka, Heila , Mukute, Mutizwa , Chikunda, Charles , Baloi, Aristides , Pesanayi, Tichaona V
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/127204 , vital:35977 , https://10.1007/s11159-017-9689-3
- Description: Environment and sustainability education processes are often oriented to change and transformation, and frequently involve the emergence of new forms of human activity. However, not much is known about how such change emerges from the learning process, or how it contributes to the development of transformative agency in community contexts. The authors of this article present four cross-case perspectives of expansive learning and transformative agency development in community-based education in southern Africa, studying communities pursuing new activities that are more socially just and sustainable. The four cases of community learning and transformative agency focus on the following activities: (1) sustainable agriculture in Lesotho; (2) seed saving and rainwater harvesting in Zimbabwe; (3) community-based irrigation scheme management in Mozambique; and (4) biodiversity conservation co-management in South Africa. The case studies all draw on cultural-historical activity theory to guide learning and change processes, especially third-generation cultural-historical activity theory (CHAT), which emphasises expansive learning in collectives across interacting activity systems. CHAT researchers, such as the authors of this article, argue that expansive learning can lead to the emergence of transformative agency. The authors extend their transformative agency analysis to probe if and how expansive learning might also facilitate instances of transgressing norms – viewed here as embedded practices which need to be reframed and changed in order for sustainability to emerge.
- Full Text:
- Date Issued: 2017
- Authors: Lotz-Sisitka, Heila , Mukute, Mutizwa , Chikunda, Charles , Baloi, Aristides , Pesanayi, Tichaona V
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/127204 , vital:35977 , https://10.1007/s11159-017-9689-3
- Description: Environment and sustainability education processes are often oriented to change and transformation, and frequently involve the emergence of new forms of human activity. However, not much is known about how such change emerges from the learning process, or how it contributes to the development of transformative agency in community contexts. The authors of this article present four cross-case perspectives of expansive learning and transformative agency development in community-based education in southern Africa, studying communities pursuing new activities that are more socially just and sustainable. The four cases of community learning and transformative agency focus on the following activities: (1) sustainable agriculture in Lesotho; (2) seed saving and rainwater harvesting in Zimbabwe; (3) community-based irrigation scheme management in Mozambique; and (4) biodiversity conservation co-management in South Africa. The case studies all draw on cultural-historical activity theory to guide learning and change processes, especially third-generation cultural-historical activity theory (CHAT), which emphasises expansive learning in collectives across interacting activity systems. CHAT researchers, such as the authors of this article, argue that expansive learning can lead to the emergence of transformative agency. The authors extend their transformative agency analysis to probe if and how expansive learning might also facilitate instances of transgressing norms – viewed here as embedded practices which need to be reframed and changed in order for sustainability to emerge.
- Full Text:
- Date Issued: 2017
Co-designing research on transgressive learning in times of climate change
- Lotz-Sisitka, Heila, Ali, Million B, Mphepho, Gibson, Chaves, Martha, Macintyre, Thomas, Pesanayi, Tichaona V, Wals, Arjen E, Mukute, Mutizwa, Kronlid, David O, Tran, Duc, Joon, Deepika, McGarry, Dylan K
- Authors: Lotz-Sisitka, Heila , Ali, Million B , Mphepho, Gibson , Chaves, Martha , Macintyre, Thomas , Pesanayi, Tichaona V , Wals, Arjen E , Mukute, Mutizwa , Kronlid, David O , Tran, Duc , Joon, Deepika , McGarry, Dylan K
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182472 , vital:43833 , xlink:href="https://doi.org/10.1016/j.cosust.2016.04.004"
- Description: This paper reflects on the epistemological context for the co-design of a research programme on transformative, transgressive learning emerging at the nexus of climate change, water and food security, energy and social justice. It outlines a sequence of learning actions that we, as a group of collaborating partners in a Transformative Knowledge Network (TKN) undertook to co-design a research programme, firstly in situ in various case study contexts, and secondly together across case study contexts. Finally, it provides some reflections and learning points.
- Full Text:
- Date Issued: 2016
- Authors: Lotz-Sisitka, Heila , Ali, Million B , Mphepho, Gibson , Chaves, Martha , Macintyre, Thomas , Pesanayi, Tichaona V , Wals, Arjen E , Mukute, Mutizwa , Kronlid, David O , Tran, Duc , Joon, Deepika , McGarry, Dylan K
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182472 , vital:43833 , xlink:href="https://doi.org/10.1016/j.cosust.2016.04.004"
- Description: This paper reflects on the epistemological context for the co-design of a research programme on transformative, transgressive learning emerging at the nexus of climate change, water and food security, energy and social justice. It outlines a sequence of learning actions that we, as a group of collaborating partners in a Transformative Knowledge Network (TKN) undertook to co-design a research programme, firstly in situ in various case study contexts, and secondly together across case study contexts. Finally, it provides some reflections and learning points.
- Full Text:
- Date Issued: 2016
Dialectical critical realism and cultural historical activity theory (CHAT): Exploring and expanding learning processes in sustainable agriculture workplace contexts
- Authors: Mukute, Mutizwa
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436996 , vital:73322 , ISBN 9781315660899 , https://www.routledge.com/Critical-Realism-Environmental-Learning-and-Social-Ecological-Change/Price-Lotz-Sistka/p/book/9780367597689
- Description: Sustainable agriculture (its learning, practice and development) is becoming increasingly important in Africa and globally be-cause of its potential to reduce social ecological risks while simultaneously enhancing related sustainability and resilience. Against this background, the objectives of the study forming the basis of this chapter were to explore and expand the learn-ing and practice of sustainable agriculture in three research sites in southern Africa. This paper focuses on how the author worked with critical realism to underlabour Cultural Historical Activity Theory (CHAT) to address the research objectives. Us-ing a multiple case study approach, the author worked with 80 farmers, extension workers, sustainable agriculture facilitators and researchers and organic marketers to explore and expand their learning and practice of three kinds of sustainable agricul-ture: permaculture, organic farming and the Machobane Farm-ing System (MFS). In particular the author made use of critical realism’s dialectics, multiple layers of reality and causal expla-nation, double hermeneutics, and modes of inference to deep-en data generation, analysis and use. Working with critical real-ism enabled the study to: (a) pay attention to causal mecha-nisms and power relations; (b) provide explanatory critique; (c) achieve in-depth ‘exploration’ through inductive, abductive and retroductive analysis; and (d) overcome the constructivist limi-tations of CHAT. Critical realism also enabled the mobilization of research participants’ agency and reflexivity to respond to the socio-ecological issues and risks that they were facing. The author concluded that critical realism can be effectively used to underlabour constructivist and epistemological theo-ries for ontological depth; and to help understand and tackle contemporary social ecological issues.
- Full Text:
- Date Issued: 2015
- Authors: Mukute, Mutizwa
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436996 , vital:73322 , ISBN 9781315660899 , https://www.routledge.com/Critical-Realism-Environmental-Learning-and-Social-Ecological-Change/Price-Lotz-Sistka/p/book/9780367597689
- Description: Sustainable agriculture (its learning, practice and development) is becoming increasingly important in Africa and globally be-cause of its potential to reduce social ecological risks while simultaneously enhancing related sustainability and resilience. Against this background, the objectives of the study forming the basis of this chapter were to explore and expand the learn-ing and practice of sustainable agriculture in three research sites in southern Africa. This paper focuses on how the author worked with critical realism to underlabour Cultural Historical Activity Theory (CHAT) to address the research objectives. Us-ing a multiple case study approach, the author worked with 80 farmers, extension workers, sustainable agriculture facilitators and researchers and organic marketers to explore and expand their learning and practice of three kinds of sustainable agricul-ture: permaculture, organic farming and the Machobane Farm-ing System (MFS). In particular the author made use of critical realism’s dialectics, multiple layers of reality and causal expla-nation, double hermeneutics, and modes of inference to deep-en data generation, analysis and use. Working with critical real-ism enabled the study to: (a) pay attention to causal mecha-nisms and power relations; (b) provide explanatory critique; (c) achieve in-depth ‘exploration’ through inductive, abductive and retroductive analysis; and (d) overcome the constructivist limi-tations of CHAT. Critical realism also enabled the mobilization of research participants’ agency and reflexivity to respond to the socio-ecological issues and risks that they were facing. The author concluded that critical realism can be effectively used to underlabour constructivist and epistemological theo-ries for ontological depth; and to help understand and tackle contemporary social ecological issues.
- Full Text:
- Date Issued: 2015
A reflection on the use of case studies as a methodology for social learning research in sub Saharan Africa
- Cundill, Georgina, Lotz-Sisitka, Heila, Mukute, Mutizwa, Belay, Million, Shackleton, Sheona E, Kulundu, Iinjairu
- Authors: Cundill, Georgina , Lotz-Sisitka, Heila , Mukute, Mutizwa , Belay, Million , Shackleton, Sheona E , Kulundu, Iinjairu
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436636 , vital:73288 , ISBN 1573-5214 , https://doi.org/10.1016/j.njas.2013.04.001
- Description: A recent review has highlighted that the methodology most commonly employed to research social learning has been the individual case study. We draw on four examples of social learning research in the environmental and sustainability sci-ences from sub-Saharan Africa to reflect on possible reasons behind the preponderance of case study research in this field, and to identify common elements that may be significant for social learning research more generally. We find that a com-mon interest in change oriented social learning, and therefore processes of change, makes case studies a necessary ap-proach because long term process analyses are required that are sensitive to social-ecological contexts. Common elements of the examples reflected upon included: a focus on initiating, tracking and/or understanding a process of change toward sustainability; long term research; an action research agenda that involves reflecting on data with research participants; and temporal, process based analysis of data coupled with in-depth theoretical analysis. This paper highlights that there is significant scope for exploratory research that compares case studies of social learning research to generate a deeper un-derstanding of social learning processes, and their relationship to human agency and societal change.
- Full Text:
- Date Issued: 2014
- Authors: Cundill, Georgina , Lotz-Sisitka, Heila , Mukute, Mutizwa , Belay, Million , Shackleton, Sheona E , Kulundu, Iinjairu
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436636 , vital:73288 , ISBN 1573-5214 , https://doi.org/10.1016/j.njas.2013.04.001
- Description: A recent review has highlighted that the methodology most commonly employed to research social learning has been the individual case study. We draw on four examples of social learning research in the environmental and sustainability sci-ences from sub-Saharan Africa to reflect on possible reasons behind the preponderance of case study research in this field, and to identify common elements that may be significant for social learning research more generally. We find that a com-mon interest in change oriented social learning, and therefore processes of change, makes case studies a necessary ap-proach because long term process analyses are required that are sensitive to social-ecological contexts. Common elements of the examples reflected upon included: a focus on initiating, tracking and/or understanding a process of change toward sustainability; long term research; an action research agenda that involves reflecting on data with research participants; and temporal, process based analysis of data coupled with in-depth theoretical analysis. This paper highlights that there is significant scope for exploratory research that compares case studies of social learning research to generate a deeper un-derstanding of social learning processes, and their relationship to human agency and societal change.
- Full Text:
- Date Issued: 2014
A reflection on the use of case studies as a methodology for social learning research in sub Saharan Africa
- Cundill, Georgina, Lotz-Sisitka, Heila, 1965-, Mukute, Mutizwa, Ali, Million Belay, Shackleton, Sheona E, Kulundu-Bolus, Injairu M
- Authors: Cundill, Georgina , Lotz-Sisitka, Heila, 1965- , Mukute, Mutizwa , Ali, Million Belay , Shackleton, Sheona E , Kulundu-Bolus, Injairu M
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182832 , vital:43884 , xlink:href="https://doi.org/10.1016/j.njas.2013.04.001"
- Description: A recent review has highlighted that the methodology most commonly employed to research social learning has been the individual case study. We draw on four examples of social learning research in the environmental and sustainability sciences from sub-Saharan Africa to reflect on possible reasons behind the preponderance of case study research in this field, and to identify common elements that may be significant for social learning research more generally. We find that a common interest in change oriented social learning, and therefore processes of change, makes case studies a necessary approach because long term process analyses are required that are sensitive to social-ecological contexts. Common elements of the examples reflected upon included: a focus on initiating, tracking and/or understanding a process of change toward sustainability; long term research; an action research agenda that involves reflecting on data with research participants; and temporal, process based analysis of data coupled with in-depth theoretical analysis. This paper highlights that there is significant scope for exploratory research that compares case studies of social learning research to generate a deeper understanding of social learning processes, and their relationship to human agency and societal change.
- Full Text:
- Date Issued: 2014
- Authors: Cundill, Georgina , Lotz-Sisitka, Heila, 1965- , Mukute, Mutizwa , Ali, Million Belay , Shackleton, Sheona E , Kulundu-Bolus, Injairu M
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182832 , vital:43884 , xlink:href="https://doi.org/10.1016/j.njas.2013.04.001"
- Description: A recent review has highlighted that the methodology most commonly employed to research social learning has been the individual case study. We draw on four examples of social learning research in the environmental and sustainability sciences from sub-Saharan Africa to reflect on possible reasons behind the preponderance of case study research in this field, and to identify common elements that may be significant for social learning research more generally. We find that a common interest in change oriented social learning, and therefore processes of change, makes case studies a necessary approach because long term process analyses are required that are sensitive to social-ecological contexts. Common elements of the examples reflected upon included: a focus on initiating, tracking and/or understanding a process of change toward sustainability; long term research; an action research agenda that involves reflecting on data with research participants; and temporal, process based analysis of data coupled with in-depth theoretical analysis. This paper highlights that there is significant scope for exploratory research that compares case studies of social learning research to generate a deeper understanding of social learning processes, and their relationship to human agency and societal change.
- Full Text:
- Date Issued: 2014
Contextualising Curriculum Design and Recontextualising Its Implementation: The Case of Climate Change Education for Southern African Transfrontier Conservation Area Practitioners
- Mukute, Mutizwa, Pesanayi, Tichaona V
- Authors: Mukute, Mutizwa , Pesanayi, Tichaona V
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/387173 , vital:68212 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/121965"
- Description: This paper discusses how the climate change education needs of park managers, ecologists, and community development officers in Southern African Development Community (SADC) Transfrontier Conservation Areas (TFCAs) were established through contextual profiling. It subsequently analyses how a curriculum that was designed in response to a contextual profiling process was recontextualised during implementation by the SADC Regional Environmental Education Programme (REEP), with support from German Federal Enterprise for International Cooperation (GIZ). The paper’s purpose is to trace the trajectory of contextualised curriculum development and implementation with a view to identifying how the twin concepts of contextual profiling and recontextualisation were utilised and lessons were learnt. The paper has potential value for educators/trainers interested in increasing the relevance of protected area workplace learning and its congruence to learners’ realities.
- Full Text:
- Date Issued: 2014
- Authors: Mukute, Mutizwa , Pesanayi, Tichaona V
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/387173 , vital:68212 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/121965"
- Description: This paper discusses how the climate change education needs of park managers, ecologists, and community development officers in Southern African Development Community (SADC) Transfrontier Conservation Areas (TFCAs) were established through contextual profiling. It subsequently analyses how a curriculum that was designed in response to a contextual profiling process was recontextualised during implementation by the SADC Regional Environmental Education Programme (REEP), with support from German Federal Enterprise for International Cooperation (GIZ). The paper’s purpose is to trace the trajectory of contextualised curriculum development and implementation with a view to identifying how the twin concepts of contextual profiling and recontextualisation were utilised and lessons were learnt. The paper has potential value for educators/trainers interested in increasing the relevance of protected area workplace learning and its congruence to learners’ realities.
- Full Text:
- Date Issued: 2014
Bridging and enriching top-down and participatory learning: The case of smallholder, organic conservation agriculture farmers in Zimbabwe
- Authors: Mukute, Mutizwa
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/432967 , vital:72919 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122261"
- Description: This article discusses the combined use of top-down and participatory learning approaches during the course of a 42-month organic conservation agriculture project that is being implemented in eight districts of Mashonaland East Province in Zimbabwe. The initial 18-month project was extended by a further 24 months in order to build on what had been achieved by deepening organic conservation agriculture practices, by increasing the understanding of, and access to, markets, and by expanding farmer agency. The top-down approach involves farmer representatives, known as ‘access farmers’ in the project, undergoing training at training centres and then returning to their respective farmer associations to train other farmers in what they have learnt. Participatory learning includes farmer-to-farmer learning within and among associations, and trainers learning from, and acting on, farmer experiences. Expansive learning, which combines, and goes beyond, both approaches and allows for joint learning, innovation and agency, has been used to support the associations to learn about, practise and benefit from organic conservation agriculture. This was stimulated by change laboratory workshops being conducted with each of the 32 farmer associations formed during the first 18 months of the project. The main argument in the present article is that combining these seemingly opposite approaches to learning is feasible and is essential for accelerating practice-oriented changes in agriculture. The concept that appears to enable this linkage is dialectics.
- Full Text:
- Date Issued: 2012
- Authors: Mukute, Mutizwa
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/432967 , vital:72919 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122261"
- Description: This article discusses the combined use of top-down and participatory learning approaches during the course of a 42-month organic conservation agriculture project that is being implemented in eight districts of Mashonaland East Province in Zimbabwe. The initial 18-month project was extended by a further 24 months in order to build on what had been achieved by deepening organic conservation agriculture practices, by increasing the understanding of, and access to, markets, and by expanding farmer agency. The top-down approach involves farmer representatives, known as ‘access farmers’ in the project, undergoing training at training centres and then returning to their respective farmer associations to train other farmers in what they have learnt. Participatory learning includes farmer-to-farmer learning within and among associations, and trainers learning from, and acting on, farmer experiences. Expansive learning, which combines, and goes beyond, both approaches and allows for joint learning, innovation and agency, has been used to support the associations to learn about, practise and benefit from organic conservation agriculture. This was stimulated by change laboratory workshops being conducted with each of the 32 farmer associations formed during the first 18 months of the project. The main argument in the present article is that combining these seemingly opposite approaches to learning is feasible and is essential for accelerating practice-oriented changes in agriculture. The concept that appears to enable this linkage is dialectics.
- Full Text:
- Date Issued: 2012
Educational perspectives on social learning theory: antecedents and starting points for research
- Lotz-Sisitka, Heila, Mukute, Mutizwa, Belay, Million
- Authors: Lotz-Sisitka, Heila , Mukute, Mutizwa , Belay, Million
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/436612 , vital:73286 , ISBN 978-1-919991-81-8 , https://transformativelearning.education/wp-content/uploads/2013/01/reviews-on-social-learning-literature.pdf
- Description: This paper contributes to the social learning literature. It argues that there is a need to give attention to the antecedent literatures that inform understandings of the social in social learning; and the learning in social learning. These antecedent literatures (drawn mainly from sociocultural psychology, learning theory and realist social theory in this paper) are necessary in social learning research, if we are to avoid the problem of ontological collapse in social learning research. The concept of ontologi-cal collapse (after Sfard, 2006) refers to a tendency in modern sciences to objectify social processes. It is used in this paper to draw attention to the need to understand the complex social processes involved in social learn-ing (and the antecedent literatures that may enable us to do so). As such, it warns against reification in social learning research; and also warns against turning social learning into an object, devoid of complex learning processes and agentive reflexions, decision making and practices. To clar-ify this concept, the paper shares examples of instances of ontological collapse, showing that at times, the social learning literature itself can fall victim to the problem of ontological collapse. Drawing on the literature review work in two cases studies of social learning research that work carefully with the antecedent literatures, the paper demonstrates the im-portance of engaging carefully with these literatures to avoid ontological collapse in social learning research in the fields of environmental education and natural resources management.
- Full Text:
- Date Issued: 2012
- Authors: Lotz-Sisitka, Heila , Mukute, Mutizwa , Belay, Million
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/436612 , vital:73286 , ISBN 978-1-919991-81-8 , https://transformativelearning.education/wp-content/uploads/2013/01/reviews-on-social-learning-literature.pdf
- Description: This paper contributes to the social learning literature. It argues that there is a need to give attention to the antecedent literatures that inform understandings of the social in social learning; and the learning in social learning. These antecedent literatures (drawn mainly from sociocultural psychology, learning theory and realist social theory in this paper) are necessary in social learning research, if we are to avoid the problem of ontological collapse in social learning research. The concept of ontologi-cal collapse (after Sfard, 2006) refers to a tendency in modern sciences to objectify social processes. It is used in this paper to draw attention to the need to understand the complex social processes involved in social learn-ing (and the antecedent literatures that may enable us to do so). As such, it warns against reification in social learning research; and also warns against turning social learning into an object, devoid of complex learning processes and agentive reflexions, decision making and practices. To clar-ify this concept, the paper shares examples of instances of ontological collapse, showing that at times, the social learning literature itself can fall victim to the problem of ontological collapse. Drawing on the literature review work in two cases studies of social learning research that work carefully with the antecedent literatures, the paper demonstrates the im-portance of engaging carefully with these literatures to avoid ontological collapse in social learning research in the fields of environmental education and natural resources management.
- Full Text:
- Date Issued: 2012
Working with cultural-historical activity theory and critical realism to investigate and expand farmer learning in Southern Africa
- Mukute, Mutizwa, Lotz-Sisitka, Heila
- Authors: Mukute, Mutizwa , Lotz-Sisitka, Heila
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182494 , vital:43835 , xlink:href="https://doi.org/10.1080/10749039.2012.656173"
- Description: This article uses the theoretical and methodological tools of cultural historical activity theory and critical realism to examine three case studies of the introduction and expansion of sustainable agricultural practices in southern Africa. The article addresses relevant issues in the field of agricultural extension, which lacks a theoretical “bridge” between top-down knowledge transfer and bottom-up participatory approaches to learning. Further, the article considers the learning environments necessary for sustainable agriculture. Such environments provided research participants with encounters with “postnormal” scientific practices that recognise and engage plural ways of knowing. Our research explored why farmers learn and practise sustainable agriculture, how they learn and practise it, the contradictions they are facing, and how these contradictions can be overcome in a context of change-oriented learning.
- Full Text:
- Date Issued: 2012
- Authors: Mukute, Mutizwa , Lotz-Sisitka, Heila
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182494 , vital:43835 , xlink:href="https://doi.org/10.1080/10749039.2012.656173"
- Description: This article uses the theoretical and methodological tools of cultural historical activity theory and critical realism to examine three case studies of the introduction and expansion of sustainable agricultural practices in southern Africa. The article addresses relevant issues in the field of agricultural extension, which lacks a theoretical “bridge” between top-down knowledge transfer and bottom-up participatory approaches to learning. Further, the article considers the learning environments necessary for sustainable agriculture. Such environments provided research participants with encounters with “postnormal” scientific practices that recognise and engage plural ways of knowing. Our research explored why farmers learn and practise sustainable agriculture, how they learn and practise it, the contradictions they are facing, and how these contradictions can be overcome in a context of change-oriented learning.
- Full Text:
- Date Issued: 2012
Exploring and expanding learning processes in sustainable agriculture workplace contexts
- Authors: Mukute, Mutizwa
- Date: 2010
- Subjects: Sustainable agriculture -- Africa, Southern Sustainable development -- Study and teaching -- Africa, Southern Permaculture -- Zimbabwe Organic farming -- South Africa Farmers -- Social conditions -- Africa, Southern Farmers -- Economic conditions -- Africa, Southern Farmers -- Training of -- Africa, Southern
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1539 , http://hdl.handle.net/10962/d1003421
- Description: The focus of this study is to explore and expand farmer learning processes in sustainable agriculture workplace contexts. It examines change oriented learning processes in the context of three sustainable agriculture practices. The study begins by discussing the history and emergence of environmental discourses and approaches; sustainable agriculture; and the histories of three kinds of sustainable agriculture practices: Permaculture, Organic Farming and Machobane Farming System. It also traces the evolution of agricultural extension approaches within the wider context of education for sustainable development. The main focus of the study is an exploration of how farmer learning can be mediated through an expansive learning process. The study methodology surfaces some of the contradictions in sustainable agriculture and learning activity systems that farmers encounter in learning and practising sustainable agriculture. It uses these contradictions as sources of expansive learning in and between the respective activity systems of farmers, sustainable agriculture facilitators, agricultural extension workers (conventional) and organic entrepreneurs. As shown in the study, the expansive learning processes result in the modelling, implementation and reviewing of solutions to contradictions being faced in the learning and practice of sustainable agriculture. The study also proposes a number of tools that can be adapted and used by development farmers and agricultural trainers to examine and expand learning as well as build farmer agency. The study was conducted in three case study sites in Lesotho, South Africa and Zimbabwe. In Zimbabwe the study is located in Hwedza district in the St Margaret Primary School and community that learn, practise and facilitate the learning of Permaculture within the Schools and Colleges Permaculture Programme (SCOPE). The second study site is in South Africa: Durban urban and peri-urban areas where a community of organic farmers, facilitators and entrepreneurs coordinate the marketing of their produce through Isidore Farm and Earth Mother Organic and support each other to learn and practise organic farming. The third study site is based in the Mafeteng and Mohale‟s Hoek districts of Lesotho where the focus was on farmers who learn and practise the Machobane Farming System (MFS) and are supported in this by the Rural Self Development Association (RSDA) and the Machobane Agricultural Development Foundation (MADF). Drawing on three sensitising concepts of dialectics, reflexivity and agency, the study worked with Cultural Historical Activity Theory (CHAT) underpinned by critical realism to reveal how farmer learning is mediated and expanded. The theory of practice/habitus also provided a useful theoretical lens with which to examine data generated. Using a two-phased, multiple embedded case study approach, the study worked within the broad framework of social learning. It used semi-structured individual and group interviews, observations and document analysis to explore learning processes and generate „mirror‟ data. This data was then used in Change Laboratory Workshops, within the Developmental Work Research methodology, where double stimulation and focus group discussions contributed to expanding learning processes. Drawing on critical realism the study used inductive, abductive and retroductive modes of inference to analyse data in each case study as well as across case studies. The findings of the study reveal that farmer learning is influenced by both intrinsic motives, such as identity, and extrinsic motives which are primarily associated with economic, ecological and health benefits. Farmers learn through scaffolding and mediating tools that link everyday and scientific knowledge. They also learn from fellow farmers through observation, practising and experimentation. Some of the issues that were raised in connection with farmer learning processes are: language; time to learn, practice and appropriate concepts; time to improve the natural resource base while at the same time improving income generation; and responses to climate change. The study also found that farmer learning and practice of sustainable agriculture in the case studies investigated, is influenced by past and current agricultural and educational policies; societal values and attitudes; social and cultural backgrounds; work affordances and gender relations; quality of training offered; poverty; and, HIV and AIDS. In the second phase of the study, which built on the problematic situations being encountered by research participants (sustainable agriculture farmers, sustainable agriculture facilitators, extension workers, and organic marketers) to surface contradictions, the main finding was that the expansive learning process has potential to enhance farmer learning and practice of sustainable agriculture. It does this by mobilising distributed cognition among participants as well as their preparedness to act. Through the expansive learning processes in each case study, research participants were able to question their practices, surface contradictions, model solutions and implement them, and thus build individual, collective and relational agency reflexively. Observation of this required micro-analysis of agentive talk and reflective talk. The study contributes in-depth insight into participatory research and learning processes, especially within the context of people-centred learning and innovation in the agricultural development arena. It provides empirical and explanatory insight into how change oriented social learning can emerge and be expanded in Education for Sustainable Development, explaining learning and change relationships in three sustainable agricultural practices. It also provides learning and extension tools to work with contradictions that arise from intentionality, experience, context and history in farming and training activity systems. Its key contribution lies in providing in-depth insight into mobilisation of human agency and reflexivity in change oriented sustainable agriculture learning and development, processes that are critical for responding to contemporary socio-ecological issues and risks.
- Full Text:
- Date Issued: 2010
- Authors: Mukute, Mutizwa
- Date: 2010
- Subjects: Sustainable agriculture -- Africa, Southern Sustainable development -- Study and teaching -- Africa, Southern Permaculture -- Zimbabwe Organic farming -- South Africa Farmers -- Social conditions -- Africa, Southern Farmers -- Economic conditions -- Africa, Southern Farmers -- Training of -- Africa, Southern
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1539 , http://hdl.handle.net/10962/d1003421
- Description: The focus of this study is to explore and expand farmer learning processes in sustainable agriculture workplace contexts. It examines change oriented learning processes in the context of three sustainable agriculture practices. The study begins by discussing the history and emergence of environmental discourses and approaches; sustainable agriculture; and the histories of three kinds of sustainable agriculture practices: Permaculture, Organic Farming and Machobane Farming System. It also traces the evolution of agricultural extension approaches within the wider context of education for sustainable development. The main focus of the study is an exploration of how farmer learning can be mediated through an expansive learning process. The study methodology surfaces some of the contradictions in sustainable agriculture and learning activity systems that farmers encounter in learning and practising sustainable agriculture. It uses these contradictions as sources of expansive learning in and between the respective activity systems of farmers, sustainable agriculture facilitators, agricultural extension workers (conventional) and organic entrepreneurs. As shown in the study, the expansive learning processes result in the modelling, implementation and reviewing of solutions to contradictions being faced in the learning and practice of sustainable agriculture. The study also proposes a number of tools that can be adapted and used by development farmers and agricultural trainers to examine and expand learning as well as build farmer agency. The study was conducted in three case study sites in Lesotho, South Africa and Zimbabwe. In Zimbabwe the study is located in Hwedza district in the St Margaret Primary School and community that learn, practise and facilitate the learning of Permaculture within the Schools and Colleges Permaculture Programme (SCOPE). The second study site is in South Africa: Durban urban and peri-urban areas where a community of organic farmers, facilitators and entrepreneurs coordinate the marketing of their produce through Isidore Farm and Earth Mother Organic and support each other to learn and practise organic farming. The third study site is based in the Mafeteng and Mohale‟s Hoek districts of Lesotho where the focus was on farmers who learn and practise the Machobane Farming System (MFS) and are supported in this by the Rural Self Development Association (RSDA) and the Machobane Agricultural Development Foundation (MADF). Drawing on three sensitising concepts of dialectics, reflexivity and agency, the study worked with Cultural Historical Activity Theory (CHAT) underpinned by critical realism to reveal how farmer learning is mediated and expanded. The theory of practice/habitus also provided a useful theoretical lens with which to examine data generated. Using a two-phased, multiple embedded case study approach, the study worked within the broad framework of social learning. It used semi-structured individual and group interviews, observations and document analysis to explore learning processes and generate „mirror‟ data. This data was then used in Change Laboratory Workshops, within the Developmental Work Research methodology, where double stimulation and focus group discussions contributed to expanding learning processes. Drawing on critical realism the study used inductive, abductive and retroductive modes of inference to analyse data in each case study as well as across case studies. The findings of the study reveal that farmer learning is influenced by both intrinsic motives, such as identity, and extrinsic motives which are primarily associated with economic, ecological and health benefits. Farmers learn through scaffolding and mediating tools that link everyday and scientific knowledge. They also learn from fellow farmers through observation, practising and experimentation. Some of the issues that were raised in connection with farmer learning processes are: language; time to learn, practice and appropriate concepts; time to improve the natural resource base while at the same time improving income generation; and responses to climate change. The study also found that farmer learning and practice of sustainable agriculture in the case studies investigated, is influenced by past and current agricultural and educational policies; societal values and attitudes; social and cultural backgrounds; work affordances and gender relations; quality of training offered; poverty; and, HIV and AIDS. In the second phase of the study, which built on the problematic situations being encountered by research participants (sustainable agriculture farmers, sustainable agriculture facilitators, extension workers, and organic marketers) to surface contradictions, the main finding was that the expansive learning process has potential to enhance farmer learning and practice of sustainable agriculture. It does this by mobilising distributed cognition among participants as well as their preparedness to act. Through the expansive learning processes in each case study, research participants were able to question their practices, surface contradictions, model solutions and implement them, and thus build individual, collective and relational agency reflexively. Observation of this required micro-analysis of agentive talk and reflective talk. The study contributes in-depth insight into participatory research and learning processes, especially within the context of people-centred learning and innovation in the agricultural development arena. It provides empirical and explanatory insight into how change oriented social learning can emerge and be expanded in Education for Sustainable Development, explaining learning and change relationships in three sustainable agricultural practices. It also provides learning and extension tools to work with contradictions that arise from intentionality, experience, context and history in farming and training activity systems. Its key contribution lies in providing in-depth insight into mobilisation of human agency and reflexivity in change oriented sustainable agriculture learning and development, processes that are critical for responding to contemporary socio-ecological issues and risks.
- Full Text:
- Date Issued: 2010
Cultural historical activity theory, expansive learning and agency in permaculture workplaces
- Authors: Mukute, Mutizwa
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/386474 , vital:68145 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122818"
- Description: This paper reports on how Cultural Historical Activity Theory was used to identify and analyse contradictions; model and implement solutions in the learning and practice of permaculture at one school and its community in Zimbabwe. This is one of three sustainable agriculture workplace learning sites being examined in a wider study on change-oriented learning and sustainability practices (Mukute, 2009). It gives a brief background to permaculture and the School and Colleges Permaculture Programme (SCOPE) in Zimbabwe. The paper focuses on how contradictions were used as sources of learning and development leading to ‘real life expansions’. This demonstrates and reflects on the value of an interventionist research theory and methodology employed in the study to enhance participants’ agency in sustainable agriculture workplaces.
- Full Text:
- Date Issued: 2009
- Authors: Mukute, Mutizwa
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/386474 , vital:68145 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122818"
- Description: This paper reports on how Cultural Historical Activity Theory was used to identify and analyse contradictions; model and implement solutions in the learning and practice of permaculture at one school and its community in Zimbabwe. This is one of three sustainable agriculture workplace learning sites being examined in a wider study on change-oriented learning and sustainability practices (Mukute, 2009). It gives a brief background to permaculture and the School and Colleges Permaculture Programme (SCOPE) in Zimbabwe. The paper focuses on how contradictions were used as sources of learning and development leading to ‘real life expansions’. This demonstrates and reflects on the value of an interventionist research theory and methodology employed in the study to enhance participants’ agency in sustainable agriculture workplaces.
- Full Text:
- Date Issued: 2009
An evaluative case study of curriculum development and implementation in PELUM College
- Authors: Mukute, Mutizwa
- Date: 2001
- Subjects: Curriculum planning -- PELUM College (Zimbabwe) Curriculum planning -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1922 , http://hdl.handle.net/10962/d1007423
- Description: This evaluative study examined the development and implementation of a multi-disciplinary agroecology and community development curriculum by PELUM College Zimbabwe, The college, which emerged to implement the curriculum, comprises of non-govemmental organisations, university departments and government agencies coordinated by PELUM Association, PELUM supports participalory ecological land-use management and the curriculum was aimed at community development workers, The curriculum's four pillars were: community development facilitation; natural resources management; sustainable crop and animal production; and organisational management. The study explored the conceptual integrity of the socially-critical oriented curriculum, focusing on the written curriculum; resource material development; participation; praxis; assessment and accreditation; as well as project planning and implementation by trainees, The methodology was essentially interpretive, with a participatory and praxiological orientation inspired by the socially critical framework of the curriculum, I gathered data over two years, analysing documents covering a period of nine years, and involving about 75 participants in the research through questionnaires, in-depth semi-slructured interviews and focus group discussions, My key findings were that the curriculum and the participatory process in which it had been developed and implemented had potential to address pedagogical and developmental shortcomings of more conventional curricula, The major weaknesses in the curriculum and its development arose from the under-utilisation of the curriculum framework that should have guided participation and decision-making, I examined tensions in the curriculum implementation, finding them similar to those experienced in other environmental education programmes in the reg ion, In keeping with the praxiological and formative orientation to the evaluation, I conclude with recommendations specific to the case under study,
- Full Text:
- Date Issued: 2001
- Authors: Mukute, Mutizwa
- Date: 2001
- Subjects: Curriculum planning -- PELUM College (Zimbabwe) Curriculum planning -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1922 , http://hdl.handle.net/10962/d1007423
- Description: This evaluative study examined the development and implementation of a multi-disciplinary agroecology and community development curriculum by PELUM College Zimbabwe, The college, which emerged to implement the curriculum, comprises of non-govemmental organisations, university departments and government agencies coordinated by PELUM Association, PELUM supports participalory ecological land-use management and the curriculum was aimed at community development workers, The curriculum's four pillars were: community development facilitation; natural resources management; sustainable crop and animal production; and organisational management. The study explored the conceptual integrity of the socially-critical oriented curriculum, focusing on the written curriculum; resource material development; participation; praxis; assessment and accreditation; as well as project planning and implementation by trainees, The methodology was essentially interpretive, with a participatory and praxiological orientation inspired by the socially critical framework of the curriculum, I gathered data over two years, analysing documents covering a period of nine years, and involving about 75 participants in the research through questionnaires, in-depth semi-slructured interviews and focus group discussions, My key findings were that the curriculum and the participatory process in which it had been developed and implemented had potential to address pedagogical and developmental shortcomings of more conventional curricula, The major weaknesses in the curriculum and its development arose from the under-utilisation of the curriculum framework that should have guided participation and decision-making, I examined tensions in the curriculum implementation, finding them similar to those experienced in other environmental education programmes in the reg ion, In keeping with the praxiological and formative orientation to the evaluation, I conclude with recommendations specific to the case under study,
- Full Text:
- Date Issued: 2001
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