6. STUDY APPROACH AND MAIN FINDINGS
This paper uses qualitative data generated via semi-structured face-to-face interviews and observations within an intensive qualitative case study design, which helped me to have in-depth understanding of the sustainability challenge within the context of ICS practice in the case study, through seeking relations of connections within the practice. As a formative interventionist researcher, and as is the case with qualitative research, I took account of subjectivity through practicing reflexivity throughout the research process.
Three key activity systems within the ICS uptake and use case study were identified using purposive sampling technique, as the study sought to work with actors within …show more content…
Findings demonstrate that the rate at which ndhulani is harvested for stove construction exceeds its regeneration. Ndhulani used to be found, but it has become scarce after “many” (16) households constructed stoves; it can only be found in farther places. Evidence shows that ndhulani is a contributing factor to stove potential user apathy since they have to cover further distances to find it in order to have a stove constructed; this scenario is affecting the level of stove uptake in the area. Consequently, the scarcity of ndhulani is slowing the growth of the ICS practice by constraining the activity of stove construction as well as use. The stove construction group expressed that if it were not for the scarcity of ndhulani many households in the area would have had an …show more content…
As I said, if ndhulani it was discovered through the community themselves, so it is like we will go back to the community… in the absence of ndhulani, which type of soil fill or so can also help?
In the excerpt above, the Field Facilitator indicates that he would look for the solution to address the material challenge from the community members. He would seek for information from the community members since the knowledge about ndhulani originated from them. In this excerpt, I traced the manifestation of boundary crossing learning; the Field Facilitator is crossing boundaries from his activity system to seek information and knowledge from another activity system.
Another manifestation of boundary crossing learning came from the Project
This paper uses qualitative data generated via semi-structured face-to-face interviews and observations within an intensive qualitative case study design, which helped me to have in-depth understanding of the sustainability challenge within the context of ICS practice in the case study, through seeking relations of connections within the practice. As a formative interventionist researcher, and as is the case with qualitative research, I took account of subjectivity through practicing reflexivity throughout the research process.
Three key activity systems within the ICS uptake and use case study were identified using purposive sampling technique, as the study sought to work with actors within …show more content…
Findings demonstrate that the rate at which ndhulani is harvested for stove construction exceeds its regeneration. Ndhulani used to be found, but it has become scarce after “many” (16) households constructed stoves; it can only be found in farther places. Evidence shows that ndhulani is a contributing factor to stove potential user apathy since they have to cover further distances to find it in order to have a stove constructed; this scenario is affecting the level of stove uptake in the area. Consequently, the scarcity of ndhulani is slowing the growth of the ICS practice by constraining the activity of stove construction as well as use. The stove construction group expressed that if it were not for the scarcity of ndhulani many households in the area would have had an …show more content…
As I said, if ndhulani it was discovered through the community themselves, so it is like we will go back to the community… in the absence of ndhulani, which type of soil fill or so can also help?
In the excerpt above, the Field Facilitator indicates that he would look for the solution to address the material challenge from the community members. He would seek for information from the community members since the knowledge about ndhulani originated from them. In this excerpt, I traced the manifestation of boundary crossing learning; the Field Facilitator is crossing boundaries from his activity system to seek information and knowledge from another activity system.
Another manifestation of boundary crossing learning came from the Project