The paradox of complex systems: managing multiple vulnerabilities in Zimbabwean rural learning ecologies

ABSTRACT Children in rural learning ecologies are faced with multiple vulnerabilities aggravated by a number of factors. The use of resources readily available may be helpful in managing vulnerabilities. Undergirded by complexity theory principles, this study unpacks the effectiveness of local resources in highly multiple vulnerable areas with a focus in managing multiple vulnerabilities for the wellbeing of children in rural learning ecologies. Participants to this study were purposively selected from teachers, parents and children. Data was generated from focus group discussions conducted with eight children, four parents and three teachers as participants yielded better ways on how local possessions can effectively help to manage multiple vulnerabilities. Through participatory action research, the study found out that the approach utilised and the use of local resources promotes a culture of collaborative inquiry and innovation, fostering teamwork, continuous learning and ownership of actions within a community. This qualitative study yields rich information on how different stakeholders can collectively work to manage multiple vulnerabilities to enhance child wellbeing in rural learning ecologies.