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Rhodes University (2019)

The role of expansive learning in the potential development of rural youth as value creators : a case study of youth farming activity in the Amahlathi Local Municipality in the Eastern Cape

Matiwane, Lwazi Mandilive

Titre : The role of expansive learning in the potential development of rural youth as value creators : a case study of youth farming activity in the Amahlathi Local Municipality in the Eastern Cape

Auteur : Matiwane, Lwazi Mandilive

Université de soutenance : Rhodes University

Grade : ) Master of Education (Environmental Education) 2019

Résumé
Environmental sustainability and agriculture are key development and transformational concerns in South Africa while rural development and youth unemployment are key national issues pertinent in the Eastern Cape which ranks in the top three provinces for both concerns. As a formative interventionist researcher, working in a singular case study with youth in Lenye village located in the Eastern Cape Province of South Africa, I sought to investigate the following : Can, and if so, how can expansive learning facilitated by a change laboratory intervention contribute to the development of youth as potential value creators for rural development ? This was investigated through the following sub questions : 1) What value is created at each point of the expansive learning process of the change laboratory process and for who ? 2) What value can still be created at each point of the expansive learning process of the change laboratory ? 3) How is that value created via an expansive learning process ? I collected data as I participated as a youth member through : extended contextual profiling via a focus group interview, individual interviews, note taking and document analysis. Furthermore, I attended village meetings, youth meetings and emergent youth development/youth in agriculture/agriculture opportunities. Additionally, change laboratory workshops were conducted and I used audio recordings and notes to capture data. The data collected was then analysed through second generation Cultural Historical Activity Theory using the concepts of immediate, potential, applied, realised and reframing value. In conclusion, the expansive learning process may contribute to the development of rural youth as value creators for sustainable development through youth development, agriculture and community development. All forms of value were created along the expansive learning process for the formative interventionist researcher, the Lenye youth and the greater Lenye youth community. All forms of value may still be created for the Lenye youth, the formative interventionist researcher and the greater Lenye youth community.

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