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Accueil du site → Doctorat → Afrique du Sud → 2021 → Mediating and examining expansive learning in the context of multidimensional complexities affecting household food security activity systems in Nyanyadzi Irrigation Scheme in the Manicaland Province of Zimbabwe

Rhodes University (2021)

Mediating and examining expansive learning in the context of multidimensional complexities affecting household food security activity systems in Nyanyadzi Irrigation Scheme in the Manicaland Province of Zimbabwe

Mukwambo, Robson

Titre : Mediating and examining expansive learning in the context of multidimensional complexities affecting household food security activity systems in Nyanyadzi Irrigation Scheme in the Manicaland Province of Zimbabwe

Auteur : Mukwambo, Robson

Université de soutenance : Rhodes University

Grade : Doctor of Philosophy (PhD) 2021

Résumé partiel
The study sought to mediate and examine expansive learning in the context of multidimensional complexities affecting household food security activity systems in Nyanyadzi Irrigation Scheme in Ward 8 of Chimanimani District in the Manicaland province of Zimbabwe. Therefore, the main foci of the study were to investigate how multidimensional complexities have come to be the way they are (historicizing) and how they enable or constrain learning of household food production. The study utilized Cultural Historical Activity Theory and the Expansive Learning Cycle (Engeström & Sannino, 2010) to examine and mediate collective learning in response to the multidimensional complexities and also to contribute to transforming the farmers’ activity systems towards more sustainable practices to ensure household food security. The study used a qualitative research approach, utilizing an insider formative intervention approach in a case study design in which Nyanyadzi irrigation scheme was the case study. I have adopted the insider formative interventionist role as a 3rd generation farmer, born and bred in Nyanyadzi area, and my family has been involved in the Nyanyadzi irrigation scheme for three generations. I see this as synergistic with the need for deep cultural understanding in CHAT research. However, this role also provided challenges for me to maintain a rigorous approach to the research in which I also reflexively review my own role and influence in the research process. Following CHAT expansive learning methodological guidance, data was generated through fifteen (15) face to face interviews with three generations of farmers in the scheme (historical ethnographic data) ; four focus group discussions (contemporary ethnographic data) and eight (8) sessions in a three (3) day change laboratory workshop (expansive learning data). Double stimulation and ‘mirror’ data was used to surface and prioritise responses to contradictions in the Change Laboratory Workshops (CLW), which is a methodology developed in and for CHAT research (ibid). The data was analysed using both inductive and abductive approaches and were conducted in a three-phased process focusing firstly on the history of the object, followed by current perspectives on the object of activity and lastly on transformations emerging in the object of activity via the expansive learning process. Cultural Historical Activity Theoretical tools informed activity system analysis and analysis of the history of the object and emerging contradictions ; and the expansive learning cycle (ELP) process framework associated with and emergent from CHAT was used to analyse the emergence of transformative agency and expansion of the object.

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Page publiée le 14 janvier 2023