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Expansive Social Learning, Morphogenesis and Reflexive Action in an Organization Responding to Wetland Degradation

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  • David Lindley

    (Freshwater Programme, World Wide Fund for Nature (WWF), P.O. Box 5, Braamfontein 2017, South Africa
    Environmental Learning Research Centre, Department of Education, Rhodes University, P.O. Box 87, Grahamstown 6140, South Africa)

  • Heila Lotz-Sisitka

    (Environmental Learning Research Centre, Department of Education, Rhodes University, P.O. Box 87, Grahamstown 6140, South Africa)

Abstract

This study (conducted as PhD research at Rhodes University, South Africa) describes a formative interventionist research project conducted to explore factors inhibiting improved wetland management within a corporate plantation forestry context and determine if, and how, expansive social learning processes could strengthen organizational learning and development to overcome these factors. A series of formative interventionist workshops and feedback meetings took place over three years; developing new knowledge amongst staff of Company X, and improved wetland management practices. Through the expansive learning process, the tensions and contradictions that emerged became generative, supporting expansive learning that was reflectively engaged with throughout the research period. The study was== supported by an epistemological framework of cultural historical activity theory and expansive learning. Realist social theory, emerging from critical realism, with its methodological compliment the morphogenetic framework gave the research the depth of detail required to explain how the expansive learning, organizational social change, and boundary crossings that are necessary for assembling the collective were taking place. This provided ontological depth to the research. The research found that expansive learning processes, which are also social learning processes (hence we use the term ‘expansive social learning’, supported organizational learning and development for improved wetland management. Five types of changes emerged from the research: (1) Changes in structure, (2) changes in practice, (3) changes in approach, (4) changes in discourse, and (5) changes in knowledge, values, and thinking. The study was able to explain how these changes occurred via the interaction of structural emergent properties and powers; cultural emergent properties and powers; and personal emergent properties and powers of agents. It was concluded that expansive learning could provide an environmental education platform to proactively work with the sociological potential of morphogenesis to bring about future change via an open-ended participatory and reflexive expansive learning process.

Suggested Citation

  • David Lindley & Heila Lotz-Sisitka, 2019. "Expansive Social Learning, Morphogenesis and Reflexive Action in an Organization Responding to Wetland Degradation," Sustainability, MDPI, vol. 11(15), pages 1-31, August.
    • Handle: RePEc:gam:jsusta:v:11:y:2019:i:15:p:4230-:d:254906
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    1. John Seely Brown & Paul Duguid, 1991. "Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation," Organization Science, INFORMS, vol. 2(1), pages 40-57, February.
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