The inclusive school of collective learning
DOI:
https://doi.org/10.14738/aivp.92.9745Keywords:
Cooperative, cassava processing, inclusive school, collective learning, knowledge, challenge, Bénin.Abstract
How women actually are collectively learning new knowledge in practice, and the constraints they are experiencing? Based on an analysis of three contrasted small scale cassava processing cooperatives, this article traced how women allow and mediate emerging critical events when applying new measures and collectively learned about, by analyzing archives data, following and interviewing; and observing in real time those who are closely involved in collective learning processes. Evidence proves that collective learning women were experiencing with the traditional system of cassava processing have taken a new translation with the promotion of two days of cassava processing (instead of six or seven days traditionally assigned in cassava processing) and the use of improved garifyers. However, important critical challenges emerged. These are economic, technical and political support. Mediating these challenges did not pose serious problems since women deployed ideas and assembled social representations relevant to enforce arrangements. Collective learning then entails consideration and incorporation of the local socio-cultural models during the application of the new measures, and which require to be merged with emerging critical challenges. Further data analysis prove how women collectively change strategies that governed the puzzle of their life vis-a-vis cassava processing; and on the basis of which they considered emerging challenges and applied solutions.
References
1. Al-Shammari, Z., N., Faulkner, P. E., and Forlin, C. (2019). Theories based Inclusive Education Practices. In: Education Quarterly Reviews, Vol.2, No.2, 408-414.
2. Anderson Jr, E. G. and Lewis, K. (2015). A Dynamic Model of Individual and Collective Learning Amid Disruption. Organization Science. 25 (2), 356–376.
3. Arnaboldi, M. and Spiller, N. (2011). Actor-network theory and stakeholder collaboration: The case of Cultural Districts. Tourism Management. 32, 641-654.
4. Bahera, S. S. and ray, R. C. (2016). Microbial Linamarase in Cassava Fermentation. In. R.C. Ray and Christina M. Rossell (eds.). Microbial Enzyme Technology in Food Applications.
5. Bergamaschi, A. (2011) : Attitudes et représentations sociales. Revue européenne des sciences sociales, 49-2.
6. De Blust, S., Devisch, O. and Schreurs, J. (2019). Towards a Situational Understanding of Collective Learning: A Reflexive Framework. Urban Planning . 4 (1), 19–30.
7. Bueger, C. and Stockbruegger, J. (2017). Actor-network Theory: objects and actants, networks and narratives. Chapter. Actor-network Theory. 43-59.
8. Burga, R. and Rezania, D. (2017). Project accountability: An exploratory case study using actor–network theory. International Journal of Project Management. 35, 1024–1036.
9. Carrington, S. and Robinson, R. (2004). A case study of inclusive school development: a journey of learning. The International Journal of Inclusive Education 8(2):141-153.
10. Callon, M. (1986b). ‘Some elements of a sociology of translation: domestication of the scallops and fishermen of St Brieuc Bay’, in Law, J. (ed.) Power, action and belief: a new sociology of knowledge?, Routledge & Kegan Paul, London, pp. 196-223.
11. Chahine, I. C. and Grinshpon, M. (2020). Using Knowledge Space Theory to Delineate Critical Learning Paths in Calculus. International Journal of Learning, Teaching and Educational Research. 19 (3), 123-148.
12. Codjo, B. C. (2014). Les pratiques de solidarité dans les associations féminines au Sud du Bénin : Les stratégies endogènes de réduction de la pauvreté et d’empowerment des femmes. Thèse en en sciences politiques et sociales (développement-population-environnement). Université Catholique Louvain. 462p.
13. Compagnone, C., Lamine, C. & Dupré, L. (2018) : La production et la circulation des connaissances en agriculture interrogées par l’agro-écologie. Revue d’Anthropologie des Connaissances, 2, 12, 2 : 111-138.
14. Darré J-P. (1999) : La production des connaissances pour l’action: arguments contre le racisme de l’intelligence. INRA / Ed. de la MSH, Paris.
15. De Laat, M. & Simons, R-J. (2002) : Collective learning: Theoretical perspectives and ways to support networked learning. European Journal. Vocational training 27 : 13-27.
16. Deenmamode, L. V. (2016). Perceptions and practices of an inclusive education for social justice: The case of ZEP schools of Mauritius (Thesis, Australian Catholic University). Retrieved from https://doi.org/10.4226/66/5a9cc083b0ba7.
17. Fadul, J. A. (2009). Collective Learning: Applying Distributed Cognition for Collective Intelligence. The International Journal of Learning. 16 (4), 111-120.
18. Fenwick, T. (2011). Understanding Relations of Individual– Collective Learning in Work: A Review of Research. Management Learning. 3 9(3), 227–243.
19. Ferretti, R., P., MacArthur, C., D. and Okolo, C., M. (2001). Teaching for historitical understanding in inclusive classrooms. Learning Disability Quarterly. Volume 24, 59-71.
20. FIDA (2018). Rapport annuel pays. Fonds international de développement agricole. Cotonou.
21. Fioravanti, C. and Velho, L. (2010). Let’s follow the actors! Does Actor-Network Theory have anything to contribute to science journalism? Journal of Science Communication. 9(4), 2-9.
22. Fush, P., Fuchs, E. and Lawrence, R. (2018). Denzin’s Paradigm Shift: Revisiting Triangulation in Qualitative Research. Journal of Social Change. 10, 1, 19–32.
23. Garavan, T. N. and McCarthy, A. (2008). Collective Learning Processes and Human Resource Development. Advances in Developing Human Resources. 10 (4), 451-471.
24. Gbêhi, C. et Leeuwis, C. (2012) : Fostering demand-oriented service delivery? A historical reconstruction of the first experience with ‘Private Funding, Public Delivery’ in Benin. Knowledge Manag. Develop J., 8 (2-3) : 105-127.
25. Gbêhi, C. et Verschoor, G. (2012) : Making knowledge-based services more demand-oriented? An experience with ‘‘public funding, public delivery’’ extension in Bénin. J. Agric. Ext. Rural Dev., 4(13) : 372-384.
26. Gbêhi, C. (2015) : Politiques de promotion des innovations agricoles : analyse des modèles de privatisation des services autrefois assumés par l’Etat au Bénin, Thèse-UAC.
27. Gibb, J., Sune, A. and Albers, S. (2016). Network learning: Episodes of interorganizational learning towards a collective performance goal. European Management Journal. 1-11. (http://dx.doi.org/ 10.1016/j.emj.2016.09.001).
28. Hartley, S. (2014). Collective learning in youth-focused co-operatives in Lesotho and Uganda. Journal of International Development. 26, 713–730.
IVE LEARNING IN
YOUTH-FOCUSE D CO-OPERATIVES
IN LESOTHO AND UGANDA
SALLY HARTLEY
29. Heale, R. and Forbes, D. (2013). Understanding triangulation in research. Evid Based Nurs. 16 (4), 7-8.
30. Hoare, J. and Gell, F. (2009). Women’s Leadership and Participation: Case studies on learning for action. Practical Action Publishing Ltd Schumacher; Centre for Technology and Development. Bourton on Dunsmore, Rugby.
31. David Coates, D., Hodgkin, T., Stoett, P. and Ana Boischio (2015). Freshwater, wetlands, biodiversity and human health. In. Romanelli, C., Cooper, D., Campbell-Lendrum, D. Maiero, M., Karesh, W. B., Hunter, D and Golden, C. D.: Connecting Global Priorities: Biodiversity and Human Health A State of Knowledge Review. WHO Library Cataloguing-in-Publication Data.
32. Holmquist, M. (2005). Collective Learning in Innovative Networks. 4th International Conference on Researching Work and Learning Australia, Sydney 11-14.
33. Huang, C. (2018). The Development of Rural Women’s Specialized Cooperatives in China: An Analysis from New Institutionalism. Advances in Politics and Economic. 1 (2), 113-125.
34. Jackson, S. (2015). Toward an Analytical and Methodological Understanding of Actor-Network Theory. Journal of Arts & Humanities. 4 (02), 29-44. http://www.theartsjournal.org/index.php/site/.
35. Katz, S. and Earl, L. (2010). Learning about networked learning communities. School Effectiveness and School Improvement, 21, 27–51.
36. Katz, J. A. (2008). Fully mature but not fully legitimate: A different perspective on the state of entrepreneurship education. Journal of Small Business Management. 46 (4), 550- 566.
37. Kaya, Z. and Akdemir, S. (2016) (eds). Learning and teachning: Theories, Approaches and Models. Çözüm Eğitim Yayıncılık. Ankara, Türkiye.
38. Kawulich, B. B. (2005). Participant Observation as a Data Collection Method. Forum Qualitative Social Research. 6 (2), Art. 43, http://nbnresolving.de/urn:nbn:de:0114-fqs0502430.
39. Kilelu, W. C., Klerkx, L. et Leeuwis, C. (2014) : How dynamics of learning are linked to innovation support services : insights from a smallholder commercialization project in Kenya. The Journal of Agricultural Education and Extension. 20 : 2, 213-232.
40. Kischner, S. R. (2015). Inclusive Education. In W. George Scarlett (Ed.) Sage Encyclopedia of Classroom Management (Sage, 2015).
41. Lam, A. (2011). Innovative Organizations: Structure, Learning and Adaptation. BBVA. School of Management Royal Holloway University of London.
42. Latour, B. (1999). Pandoras’s Hope: Essays on the Reality of Sciences Studies. Havard University Press, Cambridge, Massachusetts. London, England.
43. Latour, B. (2005). Reassembling the social: an introduction to actor-network theory, Oxford University Press, Oxford.
44. Lave, J. and Wenger, E. (1991). Situated learning. Legitimate peripheral participation. Cambridge, England: Cambridge University Press.
45. Law, J. et Callon, M. (1988). Engineering and Sociology in a Military Aircraft Project: A Network Analysis of Technological Change. Social Problems 35(3): 284-297.
46. Leeuwis, C. (avec des contributions de A. van den Ban) (2008) : Communication for rural innovation. Rethinking agricultural extension. Blackwell Science, Oxford.
47. Lezaun, J. (2017). Actor-Network Theory. In. C. Benzecry, M. Krause and I. Reed (eds.) Social Theory Now. The University of Chicago Press.
48. Littlejohn, A., Milligan, C. and Margarian, A. (2011). Collective Learning in the Workplace: Important Knowledge Sharing Behaviours. iJAC. 4 (4). http://dx.doi.org/ijac.v4i4.1801.
49. Long, N. (2001) : Development Sociology: Actor perspectives. London/New York: Routledge.
50. Morgan, K. J. and Murdoch, J. (2000). Organic vs. conventional agriculture: Knowledge, power and innovation in the food chain. Geoforum. 31 (2), 159-173.
51. Muniesa, F. (2015). Actor-Network Theory. International Encyclopedia of the Social & Behavioral Sciences, 2nd edition, Volume 1. http://dx.doi.org/10.1016/B978-0-08-097086-8.85001-1.
52. Paledi, V. N. and Alexander, M. P. (2017). A geographical representation of an actor network: an example based on a literature review for mi-learning readiness assessment. Proceedings of the Second International Conference on Information and Communication Technology for Africa Development, ICT4AD’17.
53. Peters, L. D., Johnston, W. J., Pressey, A. D. and Kendrick, T. (2010). Collaboration and collective learning: networks as learning organisations. Journal of Business & Industrial Marketing. 25 (6), 478–484.
54. Plunkett, R. D., Iwasiw, C. L., and Kerr, M. (2010). The intention to pursue graduate studies in nursing: A look at BScN students’ self-efficacy and value influences. International Journal of Nursing Education Scholarship, 7 (1), 23.
55. Rousset, P. (2004) : Choix et valuation expérimentale d’un modèle de pyrolyse pour le bois traité par haute température : delamicro-particule au bois massif. Génie des procédés. ENGREF (AgroParisTech). Thèse.
56. Ruming, K. (2009). 'Following the Actors: mobilising an actor-network theory methodology in geography', Australian Geographer, 40 (4), 451 – 469.
57. Sanni, L. O., Onadipe, O. O., Ilona, P., Mussagy, M. D. and Dixon, A. (2009). Successes and challenges of cassava enterprises in West Africa: a case study of Nigeria, Bénin, and Sierra Leone. International Institute of Tropical Agriculture (IITA). Ibadan, Nigeria. 19 pp.
58. Sanni, L. O., Alhenke, B., Edosio, R., Patino, M. and Dixon, A. (2007). Technology transfer in developing countries: Capitalizing on equipment development. Journal of Food, Agriculture & Environment, 5 (2), 88-91.
59. Silvis, E. and Alexander, P. M. (2014). A study using a graphical syntax for actor-network theory. Information Technology & People. 27, (2), 110 – 128.
60. Chai, S. C., Koh, J. H. L. and Tsai, C. (2010). Facilitating preserve teachers' development of technological, pedagogical and content knowledge. Journal of Educational Technology & Society. 13(4), 63-73.
61. Skrtic, T. M., Sailor, W. and Gee, K. (1996). Voice, Collaboration, and Inclusion Democratic Themes in Educational and Social Reform Initiatives. Remedial and special education. 17, 3, 142-157.
62. Thomas, M. S. (2019). Teaching Sociolegal Research Methodology: Participant Observation. Special Issue on Active Learning and Teaching in Legal Education Bart van Klink, Hedwig van Rossum & Bald de Vries (eds.).
63. Tomazet, S. (2010) : Introduction au concept d’école inclusive. IUFM d’Auvergne.
64. Twum-Darko, M. and Harker, L-A. L. (2017). Understanding Knowledge Sharing in an Organization: A Perspective of Actor-Network Theory. International Journal of Knowledge Management. 3 (1), 53-74.
65. Wæraas, A. (2020). Understanding change in circulating constructs: Collective learning, translation, and adaptation. The Learning Organization. 27 (5).
66. Watson, S. L., Watson, W. R., Yub, J. H., Alamri, H. and Mueller, C. (2017). Learner profiles of attitudinal learning in a MOOC: An explanatory sequential mixed methods study. Asian Journal of Social Psychology. 2, 95–125
67. Zand, A., Hosseini, S. J. F., Mirdamadi, S. M., Lashgarara, F. (2012). Analyzing Role of Economic Factors on Improvement of Innovation Capacity in Rural Women Active Cooperative of Tehran Province. Advances in Environmental Biology, 6(11), 2882-2885.
2. Anderson Jr, E. G. and Lewis, K. (2015). A Dynamic Model of Individual and Collective Learning Amid Disruption. Organization Science. 25 (2), 356–376.
3. Arnaboldi, M. and Spiller, N. (2011). Actor-network theory and stakeholder collaboration: The case of Cultural Districts. Tourism Management. 32, 641-654.
4. Bahera, S. S. and ray, R. C. (2016). Microbial Linamarase in Cassava Fermentation. In. R.C. Ray and Christina M. Rossell (eds.). Microbial Enzyme Technology in Food Applications.
5. Bergamaschi, A. (2011) : Attitudes et représentations sociales. Revue européenne des sciences sociales, 49-2.
6. De Blust, S., Devisch, O. and Schreurs, J. (2019). Towards a Situational Understanding of Collective Learning: A Reflexive Framework. Urban Planning . 4 (1), 19–30.
7. Bueger, C. and Stockbruegger, J. (2017). Actor-network Theory: objects and actants, networks and narratives. Chapter. Actor-network Theory. 43-59.
8. Burga, R. and Rezania, D. (2017). Project accountability: An exploratory case study using actor–network theory. International Journal of Project Management. 35, 1024–1036.
9. Carrington, S. and Robinson, R. (2004). A case study of inclusive school development: a journey of learning. The International Journal of Inclusive Education 8(2):141-153.
10. Callon, M. (1986b). ‘Some elements of a sociology of translation: domestication of the scallops and fishermen of St Brieuc Bay’, in Law, J. (ed.) Power, action and belief: a new sociology of knowledge?, Routledge & Kegan Paul, London, pp. 196-223.
11. Chahine, I. C. and Grinshpon, M. (2020). Using Knowledge Space Theory to Delineate Critical Learning Paths in Calculus. International Journal of Learning, Teaching and Educational Research. 19 (3), 123-148.
12. Codjo, B. C. (2014). Les pratiques de solidarité dans les associations féminines au Sud du Bénin : Les stratégies endogènes de réduction de la pauvreté et d’empowerment des femmes. Thèse en en sciences politiques et sociales (développement-population-environnement). Université Catholique Louvain. 462p.
13. Compagnone, C., Lamine, C. & Dupré, L. (2018) : La production et la circulation des connaissances en agriculture interrogées par l’agro-écologie. Revue d’Anthropologie des Connaissances, 2, 12, 2 : 111-138.
14. Darré J-P. (1999) : La production des connaissances pour l’action: arguments contre le racisme de l’intelligence. INRA / Ed. de la MSH, Paris.
15. De Laat, M. & Simons, R-J. (2002) : Collective learning: Theoretical perspectives and ways to support networked learning. European Journal. Vocational training 27 : 13-27.
16. Deenmamode, L. V. (2016). Perceptions and practices of an inclusive education for social justice: The case of ZEP schools of Mauritius (Thesis, Australian Catholic University). Retrieved from https://doi.org/10.4226/66/5a9cc083b0ba7.
17. Fadul, J. A. (2009). Collective Learning: Applying Distributed Cognition for Collective Intelligence. The International Journal of Learning. 16 (4), 111-120.
18. Fenwick, T. (2011). Understanding Relations of Individual– Collective Learning in Work: A Review of Research. Management Learning. 3 9(3), 227–243.
19. Ferretti, R., P., MacArthur, C., D. and Okolo, C., M. (2001). Teaching for historitical understanding in inclusive classrooms. Learning Disability Quarterly. Volume 24, 59-71.
20. FIDA (2018). Rapport annuel pays. Fonds international de développement agricole. Cotonou.
21. Fioravanti, C. and Velho, L. (2010). Let’s follow the actors! Does Actor-Network Theory have anything to contribute to science journalism? Journal of Science Communication. 9(4), 2-9.
22. Fush, P., Fuchs, E. and Lawrence, R. (2018). Denzin’s Paradigm Shift: Revisiting Triangulation in Qualitative Research. Journal of Social Change. 10, 1, 19–32.
23. Garavan, T. N. and McCarthy, A. (2008). Collective Learning Processes and Human Resource Development. Advances in Developing Human Resources. 10 (4), 451-471.
24. Gbêhi, C. et Leeuwis, C. (2012) : Fostering demand-oriented service delivery? A historical reconstruction of the first experience with ‘Private Funding, Public Delivery’ in Benin. Knowledge Manag. Develop J., 8 (2-3) : 105-127.
25. Gbêhi, C. et Verschoor, G. (2012) : Making knowledge-based services more demand-oriented? An experience with ‘‘public funding, public delivery’’ extension in Bénin. J. Agric. Ext. Rural Dev., 4(13) : 372-384.
26. Gbêhi, C. (2015) : Politiques de promotion des innovations agricoles : analyse des modèles de privatisation des services autrefois assumés par l’Etat au Bénin, Thèse-UAC.
27. Gibb, J., Sune, A. and Albers, S. (2016). Network learning: Episodes of interorganizational learning towards a collective performance goal. European Management Journal. 1-11. (http://dx.doi.org/ 10.1016/j.emj.2016.09.001).
28. Hartley, S. (2014). Collective learning in youth-focused co-operatives in Lesotho and Uganda. Journal of International Development. 26, 713–730.
IVE LEARNING IN
YOUTH-FOCUSE D CO-OPERATIVES
IN LESOTHO AND UGANDA
SALLY HARTLEY
29. Heale, R. and Forbes, D. (2013). Understanding triangulation in research. Evid Based Nurs. 16 (4), 7-8.
30. Hoare, J. and Gell, F. (2009). Women’s Leadership and Participation: Case studies on learning for action. Practical Action Publishing Ltd Schumacher; Centre for Technology and Development. Bourton on Dunsmore, Rugby.
31. David Coates, D., Hodgkin, T., Stoett, P. and Ana Boischio (2015). Freshwater, wetlands, biodiversity and human health. In. Romanelli, C., Cooper, D., Campbell-Lendrum, D. Maiero, M., Karesh, W. B., Hunter, D and Golden, C. D.: Connecting Global Priorities: Biodiversity and Human Health A State of Knowledge Review. WHO Library Cataloguing-in-Publication Data.
32. Holmquist, M. (2005). Collective Learning in Innovative Networks. 4th International Conference on Researching Work and Learning Australia, Sydney 11-14.
33. Huang, C. (2018). The Development of Rural Women’s Specialized Cooperatives in China: An Analysis from New Institutionalism. Advances in Politics and Economic. 1 (2), 113-125.
34. Jackson, S. (2015). Toward an Analytical and Methodological Understanding of Actor-Network Theory. Journal of Arts & Humanities. 4 (02), 29-44. http://www.theartsjournal.org/index.php/site/.
35. Katz, S. and Earl, L. (2010). Learning about networked learning communities. School Effectiveness and School Improvement, 21, 27–51.
36. Katz, J. A. (2008). Fully mature but not fully legitimate: A different perspective on the state of entrepreneurship education. Journal of Small Business Management. 46 (4), 550- 566.
37. Kaya, Z. and Akdemir, S. (2016) (eds). Learning and teachning: Theories, Approaches and Models. Çözüm Eğitim Yayıncılık. Ankara, Türkiye.
38. Kawulich, B. B. (2005). Participant Observation as a Data Collection Method. Forum Qualitative Social Research. 6 (2), Art. 43, http://nbnresolving.de/urn:nbn:de:0114-fqs0502430.
39. Kilelu, W. C., Klerkx, L. et Leeuwis, C. (2014) : How dynamics of learning are linked to innovation support services : insights from a smallholder commercialization project in Kenya. The Journal of Agricultural Education and Extension. 20 : 2, 213-232.
40. Kischner, S. R. (2015). Inclusive Education. In W. George Scarlett (Ed.) Sage Encyclopedia of Classroom Management (Sage, 2015).
41. Lam, A. (2011). Innovative Organizations: Structure, Learning and Adaptation. BBVA. School of Management Royal Holloway University of London.
42. Latour, B. (1999). Pandoras’s Hope: Essays on the Reality of Sciences Studies. Havard University Press, Cambridge, Massachusetts. London, England.
43. Latour, B. (2005). Reassembling the social: an introduction to actor-network theory, Oxford University Press, Oxford.
44. Lave, J. and Wenger, E. (1991). Situated learning. Legitimate peripheral participation. Cambridge, England: Cambridge University Press.
45. Law, J. et Callon, M. (1988). Engineering and Sociology in a Military Aircraft Project: A Network Analysis of Technological Change. Social Problems 35(3): 284-297.
46. Leeuwis, C. (avec des contributions de A. van den Ban) (2008) : Communication for rural innovation. Rethinking agricultural extension. Blackwell Science, Oxford.
47. Lezaun, J. (2017). Actor-Network Theory. In. C. Benzecry, M. Krause and I. Reed (eds.) Social Theory Now. The University of Chicago Press.
48. Littlejohn, A., Milligan, C. and Margarian, A. (2011). Collective Learning in the Workplace: Important Knowledge Sharing Behaviours. iJAC. 4 (4). http://dx.doi.org/ijac.v4i4.1801.
49. Long, N. (2001) : Development Sociology: Actor perspectives. London/New York: Routledge.
50. Morgan, K. J. and Murdoch, J. (2000). Organic vs. conventional agriculture: Knowledge, power and innovation in the food chain. Geoforum. 31 (2), 159-173.
51. Muniesa, F. (2015). Actor-Network Theory. International Encyclopedia of the Social & Behavioral Sciences, 2nd edition, Volume 1. http://dx.doi.org/10.1016/B978-0-08-097086-8.85001-1.
52. Paledi, V. N. and Alexander, M. P. (2017). A geographical representation of an actor network: an example based on a literature review for mi-learning readiness assessment. Proceedings of the Second International Conference on Information and Communication Technology for Africa Development, ICT4AD’17.
53. Peters, L. D., Johnston, W. J., Pressey, A. D. and Kendrick, T. (2010). Collaboration and collective learning: networks as learning organisations. Journal of Business & Industrial Marketing. 25 (6), 478–484.
54. Plunkett, R. D., Iwasiw, C. L., and Kerr, M. (2010). The intention to pursue graduate studies in nursing: A look at BScN students’ self-efficacy and value influences. International Journal of Nursing Education Scholarship, 7 (1), 23.
55. Rousset, P. (2004) : Choix et valuation expérimentale d’un modèle de pyrolyse pour le bois traité par haute température : delamicro-particule au bois massif. Génie des procédés. ENGREF (AgroParisTech). Thèse.
56. Ruming, K. (2009). 'Following the Actors: mobilising an actor-network theory methodology in geography', Australian Geographer, 40 (4), 451 – 469.
57. Sanni, L. O., Onadipe, O. O., Ilona, P., Mussagy, M. D. and Dixon, A. (2009). Successes and challenges of cassava enterprises in West Africa: a case study of Nigeria, Bénin, and Sierra Leone. International Institute of Tropical Agriculture (IITA). Ibadan, Nigeria. 19 pp.
58. Sanni, L. O., Alhenke, B., Edosio, R., Patino, M. and Dixon, A. (2007). Technology transfer in developing countries: Capitalizing on equipment development. Journal of Food, Agriculture & Environment, 5 (2), 88-91.
59. Silvis, E. and Alexander, P. M. (2014). A study using a graphical syntax for actor-network theory. Information Technology & People. 27, (2), 110 – 128.
60. Chai, S. C., Koh, J. H. L. and Tsai, C. (2010). Facilitating preserve teachers' development of technological, pedagogical and content knowledge. Journal of Educational Technology & Society. 13(4), 63-73.
61. Skrtic, T. M., Sailor, W. and Gee, K. (1996). Voice, Collaboration, and Inclusion Democratic Themes in Educational and Social Reform Initiatives. Remedial and special education. 17, 3, 142-157.
62. Thomas, M. S. (2019). Teaching Sociolegal Research Methodology: Participant Observation. Special Issue on Active Learning and Teaching in Legal Education Bart van Klink, Hedwig van Rossum & Bald de Vries (eds.).
63. Tomazet, S. (2010) : Introduction au concept d’école inclusive. IUFM d’Auvergne.
64. Twum-Darko, M. and Harker, L-A. L. (2017). Understanding Knowledge Sharing in an Organization: A Perspective of Actor-Network Theory. International Journal of Knowledge Management. 3 (1), 53-74.
65. Wæraas, A. (2020). Understanding change in circulating constructs: Collective learning, translation, and adaptation. The Learning Organization. 27 (5).
66. Watson, S. L., Watson, W. R., Yub, J. H., Alamri, H. and Mueller, C. (2017). Learner profiles of attitudinal learning in a MOOC: An explanatory sequential mixed methods study. Asian Journal of Social Psychology. 2, 95–125
67. Zand, A., Hosseini, S. J. F., Mirdamadi, S. M., Lashgarara, F. (2012). Analyzing Role of Economic Factors on Improvement of Innovation Capacity in Rural Women Active Cooperative of Tehran Province. Advances in Environmental Biology, 6(11), 2882-2885.
Downloads
Published
2021-04-19
How to Cite
Gbêhi, C., VODOUHE, S. D., & GBEHI, H. N. (2021). The inclusive school of collective learning. European Journal of Applied Sciences, 9(2), 234–251. https://doi.org/10.14738/aivp.92.9745
Issue
Section
Articles
