STRUCTURE OF THE STUDY

This study was aimed at examining and mediating expansive learning in the context of multidimensional complexities in the farmers activity systems. The study was structured in seven chapters. The general outlook of the study is shown in Figure 1.6 and the chapters shall be described in detail:

Figure 1.6: The outline of the study Source: Author

1.8.1 Chapter one

This chapter provides background information to the study via a thorough description of the contextual study area. The chapter describes the role of the researcher and further explicitly, outlines the main research objective, the specific research objectives as well as the two main research questions and the subsequent specific research questions. The chapter highlights the policy history of irrigation schemes in Zimbabwe, offering both a pre-independence colonial and

post -independence perspective. The chapter acknowledges the importance of irrigation schemes as a livelihood strategy. It also acknowledges the collective learning that occurs and is required to establish and make such irrigation schemes work in practice. This chapter argues that there has been little said about this collective learning and given the dearth of detail on such learning, it seems that this learning is either going unnoticed or is ignored. I propose Nyanyadzi irrigation scheme is not a mere developmental project but must be understood and appreciated as a learning arena where multi-dimensional complexities can be engaged and confronted.

1.8.2 Chapter two

This chapter offers the theoretical framing and literature review. It describes and explains Cultural Historical Activity Theory (CHAT) (Engeström, 1987) used in this study, together with the Expansive Learning Process (ELP) which characterises the third generation CHAT. The chapter also includes review on literature related to collective learning in CHAT namely, Zone of Proximal Development, Expansive learning and Transformative agency. The chapter includes a review on food security from its broader context to the local context and lastly, the multidimensional complexities in the learning of household food production in small holder irrigation farming is also reviewed. In essence, this chapter brings a deeper understanding of the food security concept, irrigation farming and lastly, the multidimensional complexities involved in the learning of household food security in irrigation farming. This helped to develop my understanding of the likely complexities being experienced by farmers and helped to provide a wider cultural-historical backdrop to the empirical study.

1.8.3 Chapter three

This chapter discusses the methods and instruments adopted and used for data generation. The chapter further discusses data management, analysis and presentation in this study. The qualitative research orientation under-laboured by the insider formative interventionist approach were also discussed and a description as well as a justification of the choice of the case study design adopted in this study is given. The chapter further discusses the procedures that were followed in

conducting the 15 in-depth face to face interviews with three generations of farmers, the three focus group discussions with the farmers and the change laboratory workshops. Lastly, the chapter gives an account of how data was collected, managed, analysed and details the ethical considerations.

1.8.4 Chapter four

This chapter presents, describes and explains the key activity systems in the Nyanyadzi irrigation scheme and gives an account on the history of the object. In line with the CHAT, identification of the activity systems was critical to an understanding of the object. Understanding of the object of activity is based on historical analysis which I undertook with three generations of irrigation farmers. This was crucial for the surfacing of the contradictions that are described and explained in chapter five as catalysts for expansive learning.

1.8.5 Chapter five

This chapter presents, describes and explains the contradictions faced by the farmers and other key stakeholders in Nyanyadzi irrigation scheme. The chapter begins by discussing the concept of contradiction that was adopted as a data analytical tool in the study. The contradictions are categorised as primary, secondary, tertiary and quaternary and are presented in this sequence. The chapter further discusses the concept of discursive manifestation of contradictions as used in the data analysis process. Four types of discursive manifestations of contradictions namely, dilemma, conflict, critical conflict and double bind are discussed and later applied in this chapter. The chapter also discusses the concept of linguistic cues for discursive manifestations of contradictions which I used in the preliminary data analysis phase. Lastly, the chapter presents, describes and explains the five levels of contradictions that were surfaced in Nyanyadzi irrigation scheme.

1.8.6 Chapter six

This chapter reports on the learning processes that happens in the change laboratory workshop.

The chapter begins by explaing the Expansive Learning Process (ELP) that took place along all

the three contradictions prioritised by the farmers and other key stakeholders in the change laboratory workshop via the expansive learning process. The chapter described the expansive learning process associated with the reslolution of each contradiction prioritized and explains the learning processes as they unfolded via the insider formative ntervensionist research process. The chapter also describes and outlines the solution models adopted and implemented in the study site.

Secondly, the chapter describes and explaines the Transsformative Agency pathways emerging in response to each contradiction by the farmers and the other key stakeholders. Particular attention was paid to transformative agency expressions and these were used to formulate the trandformative agency parthways reported in this chapter. Particluar transformative agency expressions such as resisting, criticising, explacating, envisioning, committing, taking consequencial actions and lastly, confronting were in focus. Lastly, the chapter explained how the farmers and other key stakeholders expanded their Zonal of Proximal Development and envisioned the future expansion of the object of their activity.

1.8.7 Chapter seven

This chapter concludes the study by giving a comprehensive summary of the findings. The chapter describes how key activity systems interact and a quick summary on the five contradictions identified in this study is offered. The chapter summarises key findings of the learning processes and what it means to the study site. Lastly, the chapter recommended strategies to move Nyanyadzi farmers’ activity forward and to further resolve the current contradictions and multidimensional complexities the farmers are faced with. The chapter also recommends future areas of study including expanding aspects of this study. Lastly, it summarises the study’s contribution to knowledge.

CHAPTER TWO: THEORETICAL FRAMING AND