Examining the zone of proximal development in learning and development for climate mitigation

Abstract

This paper investigates a horticultural community's approaches to develop-ing new farming practices to mitigate climate change induced food insecur-ity. Drawing on the concept of the Zone of Proximal Development (ZPD) from cultural-historical activity theory, the paper illustrates how the strong cultural and historical attachment to existing practices plays as significant a role as the intractitability and unpredictability of the changing rainfalls in mediating community members' investment in new practices.The study suggests what is perceived as 'safe', materially and socially, is playing a central role in setting the boundary of their ZPD.

Implementasi Teknologi Silase Dalam Peternakan Domba: Pendekatan Pembangunan Komunitas Peternak Di Desa Bangunjaya Kab. Pangandaran

“…Desain pelatihan mempertimbangkan basis pengetahuan yang dimiliki petani, memastikan bahwa informasi baru dibangun di atas fondasi yang sudah dikenal. Pendekatan ini didukung oleh teori Zona Perkembangan Proksimal oleh Vygotsky (1978) dalam Chineka & Yasukawa (2021), yang menunjukkan bahwa pembelajaran paling efektif ketika pengetahuan baru dihubungkan dengan apa yang sudah diketahui. Tingkat pengetahuan awal yang tinggi tentang jenis-jenis hijauan yang dapat digunakan untuk silase (sebagaimana ditunjukkan pada Tabel 1, Item 4) menunjukkan efektivitas pendekatan ini.…”

A systematic review of the literature on change laboratory interventions: Lessons from Africa

“…More often, there was a breakdown in communication (Dippenaar et al, 2022), non-engagement (Grant & Kajee, 2020), a lack of interest or apathy (Selaolo & Lotriet, 2014), or discord among participants (Chikunda et al, 2017). The root causes of these conflicts and miscommunications were deep-seated and often related to historically accumulated tensions within and across activity systems, such as between education and work (Garraway & Winberg, 2019), or between traditional agricultural practice and new approaches (Chineka & Yasukawa, 2021). Sometimes traditional practices (such as a rote-learning school culture) were deeply ingrained and resisted all attempts at intervention (Lautenbach, 2011).…”

Citizenship Learning: Contextual, Material and Political

“…Power positions can also guide the learning of other content. From a socio-cultural point of view, Chineka and Yasukawa's (2021) study of how an agricultural community in Zimbabwe learned to adapt its everyday practices in response to climate change showed how the zone of proximal development regarding agricultural practices was not so much about applying received knowledge of new, drought-resistant crops, but rather about avoiding a loss of social acceptance or power, or the risk of being ridiculed by other community members.…”