The integration of learning into community development processes and how that learning can stimulate positive change pose challenges that development practitioners have met with mixed success. Who are the most effective change agents, how they can be supported, and how their efforts can be diffused in the community and scaled up are key questions in the community development literature. The authors designed and implemented an action-research project in Western Kenya on traditional vegetables, recruiting pupils as co-researchers. The purpose of the research was twofold.
