Skip to main content
SpringerLink
Log in

“Are you really ready to change?” An actor-oriented perspective on a farmers training setting in Madagascar

  • Published:
European Journal of Psychology of Education Aims and scope Submit manuscript

Abstract

Far from following a linear process from its conception to its implementation, an educational design often involves discrepancies between what its promoters intended and what the participants actually do. In this paper, drawing from a sociocultural perspective to learning, we focus our attention precisely on some of the discrepancies observed during the implementation of a training program. We consider these discrepancies not as mistakes or misunderstandings, but rather as indicators of the communicative dimension of any intervention and as “windows” on the processes of change and on learning. The program we have studied here was set up in Madagascar and was sustained by a Swiss cooperation agency addressed to farmers in the field of forestry. In this research, we adopted an actor-oriented perspective in order to understand the promoters’ and the beneficiaries’ interpretation of the design and the way they developed innovative strategies to resolve the difficulties they faced. We chose some “critical incidents” from the data gathered through ethnographical research and show how the whole process of the conception and the implementation of the program was deeply affected by both the power dynamic embedded in the history of the relationship between the Swiss and the Malagasy groups and by their own cultural and institutional constraints. In conclusion, we discuss the significance of an actor-oriented perspective that contributes to a better understanding of the social and cultural dimensions of learning and allows us to relate the here and now micro-phenomena to the larger anthropological, social, and political scenery.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

Notes

  1. In our own work, we have been involved as researchers and/or promoters in other contexts, and our observations lead us to account for some similar processes, as, to name a few examples: in the frame of a project of “horizontal” training in France, where the promoters intended to set up situations of transmission of scientific knowledge towards non-scientific people (Muller Mirza 2014; Muller and Perret-Clermont 1999); of a regional development project supported by new technologies in isolated Alpine valleys in Switzerland (Marro Clément and Perret-Clermont 2000); of argumentative pedagogical settings in schools (Bonvin 2006; Muller Mirza 2012; Muller Mirza and Perret-Clermont 2008, 2009); of a project of prevention of HIV in Malawi (Rémy 2012); or of the introduction of new technologies in a technical school (Perret and Perret-Clermont 2011).

  2. The whole corpus consists of 11 texts written between 1993 and 1999 by the Swiss organizations, from the conception to the implementation of the training program (see Muller Mirza 2005 for a detailed analysis).

  3. See for example, Flanagan (1954).

  4. The quotation in French: « Augmenter la capacité des communautés de base à s’organiser pour mieux défendre leurs intérêts (matériels et culturels), à identifier plus réalistement leurs besoins, à définir des priorités, à prendre des décisions concertées et à mener des actions de développement, dans le sens d’une plus grande autonomie (pouvoir de négociation accru) et d’un plus haut niveau de responsabilité ».

  5. The quotation in French: “Une des relations les plus difficiles à obtenir est certainement celle d’un véritable partenariat. Certains « PARTENAIRES » ne voient en effet en le [programme suisse] qu’un bailleur de fonds. Dans des relations avec d’autres PARTENAIRES, la position du [programme Suisse] en tant que principal bailleur peut apparaître comme dominante et fausser aussi le jeu du partenariat (…). C’est probablement un des défis majeurs pour le [programme Suisse]” (Rapport annuel, 1996, p. 95c).

  6. The French colonized Madagascar after they invaded in 1894. In 1896, France officially annexed Madagascar as a colony and later unified the country under a single government. On June 26, 1960, Madagascar gained independence (Wild Madagascar 2014).

References

  • Béguin, P. (2007). Innovation et cadre sociocognitif des interactions concepteurs–opérateurs. Une approche développementale [Innovation and sociocognitive frame of the promoters–operators interactions]. Le Travail Humain, 4(70), 369–390. doi:10.3917/th.704.0369.

    Article  Google Scholar 

  • Bonvin, F. (2006). Argumentation et apprentissage en sciences à l’école primaire. Analyse en classe d'une séquence pédagogique [Argumentation and Learning in Science Education in Primary Classroom. Analysis of an Educational Design]. Mémoire de Master à l’Institut de Psychologie et Education. Université de Neuchâtel.

  • Cabalzar, G. P. (2011). Switzerland–Madagascar: a half-century of partnership. Bern: Swiss Agency for Development and Cooperation. (http://www.ddc.admin.ch/en/Home/Documentation/Publications/Publication_Detail_View?itemID=207037).

    Google Scholar 

  • Calves, A.-E. (2009). “Empowerment”: Généalogie d’un concept clé du discours contemporain sur le développement [“Empowerment”: genealogy of a key-concept in the contemporary discourse on development]. Revue Tiers Monde, 200, 735–749.

    Article  Google Scholar 

  • Cantelli, F. (2013). Deux conceptions de l’empowerment [Two conceptions of empowerment]. Politique et Sociétés, 32(1), 63–87. doi:10.7202/1018721ar.

    Article  Google Scholar 

  • Clot, Y. (2009). Clinic of activity: the dialogue as instrument. In A. Sannino, H. Daniels, & K. D. Gutiérrez (Eds.), Learning and expanding with activity theory (pp. 286–302). New York: Cambridge University Press.

    Chapter  Google Scholar 

  • Clot, Y., & Kostulski, K. (2011). Intervening for transforming: the horizon of action in the clinic of activity. Theory & Psychology, 21, 681–696.

    Article  Google Scholar 

  • Cole, M. (2009). Designing, implementing, sustaining, and evaluating idiocultures for learning and development: the case study of the Fifth Dimension. In S. Bekman & A. Aksu-Koc (Eds.), Perspectives on human development, family and culture (pp. 331–349). Cambridge: Cambridge University Press.

    Chapter  Google Scholar 

  • Cole, M., Göncü, A., & Vadeboncoeur, J. A. (2014). Designing for change. Mind, Culture, and Activity, 21(2), 93–96. doi:10.1080/10749039.2014.897166.

    Article  Google Scholar 

  • Dahl, Ø. (1993). Malagasy meanings. An interpretive approach to intercultural communication in Madagascar. Stavanger (Norway): Center for intercultural communication school of mission and theology.

  • Downing-Wilson, D., Lecusay, R., & Cole, M. (2011). Design experimentation and mutual appropriation: two strategies for university/community collaborative after-school interventions. Theory & Psychology, 21, 656–680.

    Article  Google Scholar 

  • Engeström, Y. (2011). From design experiments to formative interventions. Theory Psychology, 21(5), 598–628. doi:10.1177/0959354311419252.

    Article  Google Scholar 

  • Engeström, R., Batane, T., Hakkarainen, K., Newnham, D. S., Nleya, P., Senteni, A., & Sinko, M. (2014). Reflections on change laboratory: toward a dynamic interplay of global and local forces in designing change in education. Mind, Culture, and Activity. doi:10.1080/10749039.2013.879185.

    Google Scholar 

  • Flanagan, J. C. (1954). The critical incident technique. Psychological Bulletin, 51, 327–358.

    Article  Google Scholar 

  • Grossen, M. (2009). Social interaction, discourse and learning. Methodological challenges of an emergent transdisciplinary field. In K. Kumpulainen, C. E. Hmelo-Silver, & M. César (Eds.), Investigating classroom interaction: Methodologies in action (pp. 263–275). Rotterdam: Sense.

    Google Scholar 

  • Grossen, M. (2010). Interaction analysis and psychology: a dialogical perspective. Integrative Psychological & Behavioral Science, 44, 1–22. doi:10.1007/s12124-009-9108-9.

    Article  Google Scholar 

  • Kawulich, B. (2005). Participant observation as a data collection method [81 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 6(2), Art. 43. http://nbn-resolving.de/urn:nbn:de:0114-fqs0502430.

    Google Scholar 

  • Koponen, J. (2004). Development intervention and development studies. In T. Kontinen (Ed.), Development intervention. Actor and activity perspectives (pp. 5–13). Helsinki: University of Helsinki. Center for Activity Theory and Developmental Work Research and Institute for Development Studies.

    Google Scholar 

  • Latour, B. (1993). We have never been modern. Cambridge: Harvard University Press.

    Google Scholar 

  • Long, N. (1992). From paradigm lost to paradigm regained: the case of actor-oriented sociology of development. In N. Long & A. Long (Eds.), Battlefields of knowledge: The interlocking of theory and practice in social research and development (pp. 16–43). New York: Routledge.

    Google Scholar 

  • Long, N. (2001). Development sociology: actor perspectives. London: Routledge.

    Book  Google Scholar 

  • Long, N. (2004). Actors, interfaces and development intervention: meanings, purposes and powers. In T. Kontinen (Ed.), Development intervention. Actor and activity perspectives (pp. 14–36). Helsinki: University of Helsinki. Center for Activity Theory and Developmental Work Research and Institute for Development Studies.

    Google Scholar 

  • Ludvigsen, S., Lund, A., Rasmussen, I., & Säljö, R. (2011). Introduction: Learning across sites: new tools, infrastructures and practices. In S. Ludvigsen, A. Lund, I. Rasmussen, & R. Säljö (Eds.), Learning across sites. New tools, infrastructures and practices (pp. 1–14). Oxon: Routledge.

    Google Scholar 

  • Mäkitalo, A., & Säljö, R. (2002). Talk in institutional context and institutional context in talk: categories as situated practices. Text, 22(1), 57–82.

    Google Scholar 

  • Mäkitalo, A., & Säljö, R. (2009). Contextualizing social dilemmas in institutional practices: negotiating objects of activity in labor market organizations. In H. Daniels & K. Gutierrez (Eds.), Learning and expanding with Activity Theory (pp. 112–126). Cambridge: Cambridge University Press.

    Chapter  Google Scholar 

  • Marro Clément, P., & Perret-Clermont, A.-N. (2000). Collaborating and learning in a project of regional development supported by new information and communication technology. In R. Joiner, K. Littleton, D. Faulkner, & D. Miell (Eds.), Rethinking collaborative learning (pp. 229–247). London: Free Association Books.

    Google Scholar 

  • Muller Mirza, N. (2005). Psychologie culturelle d’une formation d’adultes [Cultural psychology of an adult training program]. Paris: L’Harmattan.

    Google Scholar 

  • Muller Mirza, N. (2008). “Etes-vous vraiment prêts à nous écouter ?” Négociation de significations et processus identitaires dans un projet de formation d’adultes [“Are you really ready to change?” Negotiations of meanings and identity processes in an adult training program]. Rivista di Psicolinguistica Applicata, 7(3), 171–184.

    Google Scholar 

  • Muller Mirza, N. (2012). Interactions sociales et dispositifs de formation: Une perspective psychosociale [Social interactions and educational designs: a psychosocial approach]. In V. Rivière (Ed.), Spécificités et diversité des interactions didactiques (pp. 169–185). Paris: Riveneuve.

    Google Scholar 

  • Muller Mirza, N., & Perret-Clermont, A.-N. (2008). Dynamiques interactives, apprentissages et médiations : analyses de constructions de sens autour d’un outil pour argumenter [Interactive dynamics, learning and mediation: analysis of the use of an electronical tool in an argumentative design]. In L. Filliettaz & M.-L. Schubauer-Leoni (Eds.), Processus interactionnels et situations éducatives (pp. 231–253). Bruxelles: De Boek.

    Google Scholar 

  • Muller Mirza, N., & Perret-Clermont, A.-N. (Eds.). (2009). Argumentation and education: theoretical foundations and practices. New York: Springer.

    Google Scholar 

  • Muller, N., & Perret-Clermont, A.-N. (1999). Negotiating identities and meanings in the transmission of knowledge: analysis of interactions in the context of a knowledge exchange network. In J. Bliss, R. Säljö, & P. Light (Eds.), Learning sites, social and technological resources for learning (pp. 44–60). Oxford: Elsevier Science.

    Google Scholar 

  • Muller Mirza, N. (2014). Frame, framing and thinking space: a sociocultural exploration within an educational project. In T. Zittoun & A. Iannaccone (Eds.), Activities of thinking in social spaces (pp. 65–81). New York: Nova Science Publishers Inc.

  • Perret, J. F. (1985). Comprendre l’écriture des nombres [Understanding the writing of numbers]. Peter Lang: Berne.

    Google Scholar 

  • Perret, J.-F., & Perret-Clermont, A.-N. (Eds.). (2011). Apprentice in a changing trade. Charlotte: Information Age Publishing.

    Google Scholar 

  • Perret-Clermont, A.-N. (2011). Social relationships and thinking spaces for growth. Cahiers de Psychologie et Éducation, 47, 7–17.

    Google Scholar 

  • Probst, I., Grossen, M., & Perret, J.-P. (2008). De la conception à la pratique: configuration et reconfiguration d’un dispositif de formation des enseignants aux technologies de l’information et de la communication [From conception to practice: configuration and re-configuration of a training design]. Revue Suisse des Sciences de l’Education, 3, 453–479.

    Google Scholar 

  • Rémy, C. (2012). Non au sexe ! Ou la confrontation des points de vue autour d’un dispositif de prévention Sida au Malawi [“No sex!” Confrontation of viewpoints on an HIV-training design in Malawi]. Dossiers de psychologie et éducation, Université de Neuchâtel, 69.

  • Säljö, R. (1991). Introduction: culture and learning. Learning and Instruction, 1, 179–185.

    Article  Google Scholar 

  • Sandoval, W. A., & Bell, P. (2004). Design-based research methods for studying learning in context: introduction. Educational Psychologist, 39(4), 199–201.

    Article  Google Scholar 

  • Simon, N. (1994). The empowerment tradition in American social work: a history. New York: Columbia University Press.

    Google Scholar 

  • Sutter, B. (2011). How to analyze and promote developmental activity research? Theory Psychology, 21(5), 697–714. doi:10.1177/0959354311419704.

    Article  Google Scholar 

  • Swiss agency for Development and Cooperation (1994). Programme par pays Madagascar 1995-2000 (Program by Country Madagascar 1995-2000). Berne: DDC.

  • Tartas, V., & Muller Mirza, N. (2007). Rethinking collaborative learning through participation in an interdisciplinary research project: tensions and negotiations as key points in knowledge production. Integrative Psychological & Behavioral Science, 41, 154–168.

    Article  Google Scholar 

  • Tartas, V., Baucal, A., & Perret-Clermont, A.-N. (2010). Can you think with me? The social and cognitive conditions and the fruits of learning. In C. Howe & K. Littleton (Eds.), Educational dialogues: Understanding and promoting productive interaction (pp. 64–82). London and New York: Routledge Taylor & Francis Group.

  • Wild Madagascar (2014). Retrieved May 15, 2014, from http://www.wildmadagascar.org/overview/FAQs/who_colonized_Madagascar.html#sthash.K53PkzBn.dpuf

Download references

Acknowledgments

The authors are very grateful to the members of the Swiss agency, the local interpreter, Abdon Jonarison, and the villagers of Tanjombita in Madagascar for their hospitality and help. They wish to extend special thanks to Nora Barisone and Athena Sargent, who provided their support in improving the language of the paper. They also thank the Knowledge-Practices Laboratory project (EU’s Sixth Framework Program 2006–2011 no. 27490; www.kp-lab.org) for its financial support.

Author information

Authors and Affiliations

  1. Department of Psychology, Faculty of Social and Political Sciences, University of Lausanne, Géopolis – Quartier Mouline, 1015, Lausanne, Switzerland

    Nathalie Muller Mirza

  2. Department of Psychology and Education, Faculty of Humanities and Social Sciences, University of Neuchâtel, Esp. Louis-Agassiz 1, 2000, Neuchâtel, Switzerland

    Anne-Nelly Perret-Clermont

Authors
  1. Nathalie Muller Mirza
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Anne-Nelly Perret-Clermont
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Nathalie Muller Mirza.

Additional information

Nathalie Muller Mirza. Department of Psychology, Faculty of Social and Political Sciences, University of Lausanne, Géopolis – Quartier Mouline, 1015 Lausanne, Switzerland. E-mail: Nathalie.MullerMirza@unil.ch

Current themes of research:

Cultural psychology of learning. Argumentation and education. Education for cultural diversity. Classroom interactions. Emotions and identity processes in learning. Educational design.

Most relevant publications in the field of Psychology of Education:

Muller Mirza, N., Grossen, M., et al. (2014). Transforming personal experience and emotions through secondarisation in education for cultural diversity. An interplay between unicity and genericity. Learning, Culture and Social Interaction. doi:10.1016/j.lcsi.2014.02.004.

Muller Mirza, N. (2012). Interactions sociales et dispositifs de formation: Une perspective psychosociale. In V. Rivière (Ed.), Spécificités et diversité des interactions didactiques : Disciplines, finalités, contextes (pp. 169–185). Lyon: Presses Universitaires de Lyon.

Muller Mirza, N., & Perret-Clermont, A.-N. (Eds.) (2009). Argumentation and education. Theoretical foundations and practices. New York: Springer.

Tartas, V., & Muller Mirza, N. (2007). Rethinking collaborative learning through participation to an interdisciplinary research project: tensions and negotiations as key-points in knowledge production. Integrative Psychological and Behavioral Science (Special Issue: The Socio-Cultural Psychology of Collaborative Research), 41, 154–168.

Muller Mirza, N., Tartas, V., Perret-Clermont, A.-N., & De Pietro, J.-F. (2007). Using graphical tools in a phased activity for enhancing dialogical skills: an example with Digalo. Computer-Supported Collaborative Learning, 2, 247–272.

Anne-Nelly Perret-Clermont. Department of Psychology and Education, Faculty of Humanities and Social Sciences, Esp. Louis-Agassiz 1, 2000 Neuchâtel, Switzerland. E-mail: Anne-Nelly.Perret-Clermont@unine.ch

Current themes of research:

Social and cultural psychology of development. Learning in school and vocational contexts. Argumentation and thinking. Psychology of communication. Design and training policies.

Most relevant publications in the field of Psychology of Education:

Perret, J.-F., & Perret-Clermont, A.-N. (2011). Apprentice in a changing trade. Charlotte: Information Age Publishing.

Tartas, V., Baucal, A., & Perret-Clermont, A.-N. (2010). Can you think with me? The social and cognitive conditions and the fruits of learning. In C. Howe & K. Littletown (Eds.), Educational dialogues: Understanding and promoting productive interaction (pp. 64–82). London: Routledge.

Muller Mirza, N., Perret-Clermont, A.-N., Tartas, V., & Iannaccone, A. (2009). Psychosocial processes in argumentation. In N. Müller Mirza & A.-N. Perret-Clermont (Eds.), Argumentation and education: Theoretical foundations and practices (pp. 67–90). Dordrecht: Springer.

Perret-Clermont, A.-N. (2004). Thinking spaces of the young. In A.-N. Perret-Clermont, C. Pontecorvo, L. B. Resnick, T. Zittoun & B. Burge (Eds.), Joining society. Social Interaction and learning in adolescence and youth (pp. 3–10). Cambridge: Cambridge University Press.

Perret-Clermont, A.-N. (1980). Social interaction and cognitive development in children. London: Academic Press.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Muller Mirza, N., Perret-Clermont, AN. “Are you really ready to change?” An actor-oriented perspective on a farmers training setting in Madagascar. Eur J Psychol Educ 31, 79–93 (2016). https://doi.org/10.1007/s10212-014-0238-1

Download citation

  • Received:

  • Revised:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10212-014-0238-1

Keywords

Search

Navigation