The use of social learning theories such as situated learning in communities of practice and critical realism theory have been useful tools in understanding social learning processes and interactions through local actions and practices and the various mechanisms and events that influence participation and learning opportunities in IWRM practices. These ideas helped me develop in-depth insights of learning in communities of practice and allowed me to formulate recommendations to strengthen and support learning processes that facilitate the development of capacities of local communities which have remained a challenge for effective implementation and sustainability of community projects.
Further research needs to be undertaken to understand how contextual factors and the interplay between these causal factors influence participation and learning opportunities. There is a need to look at how the use of the English language during facilitated training, use of mediation tools that are not locally contextualised and low education levels of communities members influence learning in participation frameworks. However, as indicated in Section 3.8, there are limitations working with a community of practice framework as it does not adequately theorise power relations or the role of language in learning. It can also lead to problems of conservativism, due to its reliance on contextual/situated learning analysis which discounts wider knowledge and structural influences (Lotz- Sisitka, 2008). In this regard, it is important to complement the community of practice analysis with a sound historical and wider contextual analysis (Downsborough, 2009) and critical realism so as to understand other contextual factors that influence learning processes.
Reflecting on Hammond et al.’s (2001) deliberations (as reported on in Section 2.4.3) in which they argue that the social context created within the social interactions, the ways in which communication, and opportunities for collaboration are structured, all influence the learner’s understanding and
114 | P a g e construction of knowledge. This study has pointed to some interesting aspects of researching these elements, but further research on this dynamic of the social-cultural learning process are possible.
6.6 CONCLUSION
The study has illuminated some key findings of how social learning processes and interactions have occurred in Cata as communities participate in IWRM practices. The study has shown that people are learning through social learning interactions with other community members as they engage in their daily water management and food production practices. Learning interactions take place through both informal and formal processes such as meetings, training workshops, conversations and interactions with outsiders (researchers, consultants & extension officers).
The study has also shown that there are a number of challenges that appear to exist in these learning contexts. For instance it was found that participation and social learning processes and interactions are influenced by a range of causal mechanisms that are contextual, some of which can be addressed through contextualisation of training programmes in the local community of practice. These insights into how communities learn, as well as the tensions and difficulties that are experienced in the learning processes are important for furthering learning and participation in community-based IWRM practices, projects and programmes.
I hope that this study has provided useful insights into understanding community learning through social processes and interactions that may contribute to effective and sustainable management of natural resources at community level.
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8 APPENDICES