Espirales. Revista multidisciplinaria de investigación científica, Vol. 6, No. 42

October - December - 2022. e-ISSN 2550-6862. pp 62-75

DOI https://doi.org/10.31876/ er.v6i43.831

"Energize my business": towards a social appropriation of

solar technology

“Energízame el negocio”: hacia una apropiación social de la tecnología solar

Andrea Medina Téllez Girón*

Karla G. Cedano Villavicencio**

Received: May 40, 2022

Approved: August 11, 2022

* Dr., Instituto de Energías Renovables-

UNAM, Guadalajara, Mexico,

amete@ier.unam.mx,

https://orcid.org/0000-0002-7833-0734

** DRA., Institute of Renewable Energy-

UNAM, kcedano@ier.unam.mx, Guadalajara,

Mexico, https://orcid.org/0000-0002-8102-

7226

Abstract

This article proposes a strategy for social appropriation of solar

technology through a workshop called "Energize my business"

which was based on educational design research. The workshop

was based on the assumption that appropriation implies both

obtaining solar technology equipment and training in energy

literacy. The goal was to enable the beneficiaries to self-identify

their energy demand and solar solutions as a way to empower

their businesses. The sample was a group of three women

between 48 and 53 years of age with businesses: tamalería,

fonda and handicrafts in soaps and candles. The workshop

followed 4MAT's instructional design.

Keyword:

social appropriation, energy education, educational

design research, solar technology, community work.

Cite this:

Téllez, A., Cedano, K. (2022). "Energize my

business": towards a social appropriation of

solar technology. Espirales. Revista

Multidisciplinaria de investigación científica,

6(42), 62-75

Andrea Medina Téllez Girón, Karla G. Cedano Villavicencio

Espirales. Revista multidisciplinaria de investigación científica, Vol. 6, No. 42

October - December - 2022. e-ISSN 2550-6862. pp 62-74

Introduction

"Energize my business" was one of the products generated by project 70 of the

Mexican Center for Innovation in Solar Energy (CEMIE-Sol), entitled "Validation

of a strategy for empowerment through solar energy use". The objective of the

project was to empower women who live and have their own business in peri-

urban areas through solar energy. The study community was the Rubén Jaramillo

neighborhood in the municipality of Temixco in the state of Morelos, Mexico.

The selection was due to the characteristics of peri-urbanity in the social impact

area of the Instituto de Energías Renovables, the leading entity of the project,

located in that colony. The project was developed in a transdisciplinary way with

the community; and internally, it was formed by a multidisciplinary team of

thirteen people.

There is a problem with projects, such as this one, in which solar technology is

installed in peri-urban communities. This is that the donation and installation of

technology does not go hand in hand with the way in which the community

appropriates it. In the worst case scenario, the equipment lies discarded in a

vacant lot as a piece of junk; in the best case scenario, the beneficiaries have

sold the "hardware" believing they have benefited more from the money than

from the technology; or they have used it for other purposes in their daily lives,

for example, using a solar panel as a board to cover or separate areas in a

chicken coop. These failures in projects developed in marginal or vulnerable

communities are due to the fact that there is no solar energy training program

aimed at the beneficiaries to help them appropriate the technology so that they

are aware of the advantages they can obtain from it, as reported by Álvarez,

Tagle and Romero (2018).

Resumen

Este artículo propone una estrategia de apropiación social de

tecnología solar por medio del taller llamado “Energízame el

negocio” el cual se basó en una investigación de diseño

educativo. El taller se cimentó en el supuesto de que la

apropiación implica tanto la obtención del equipo de tecnología

solar como el de una formación en literacidad energética. El

objetivo fue que las personas beneficiarias pudieran, por ellas

mismas, identificar su demanda energética y sus soluciones

solares como una manera de empoderar sus negocios. La muestra

fue un grupo de tres mujeres entre 48 y 53 años de edad con

negocios de: tamalería, fonda y artesanías en jabones y velas. El

taller siguió el diseño instruccional de 4MAT.

Palabras Clave:

apropiación social, educación energética,

investigación de diseño educativo, tecnología solar, trabajo en

comunidad.

"Energize my business": towards a social appropriation of solar technology

Espirales. Revista multidisciplinaria de investigación científica, Vol. 6, No. 42

October - December - 2022. e-ISSN 2550-6862. pp 62-74

This deficiency is a reflection of the academic or institutional prescriptions to

which the community is subjected, in which technology decisions and

implementations are made vertically, without considering the end users. Vertical

decision making forces people to transition to renewable technologies without

training them to be aware of their usefulness and benefits. On the contrary, on

the one hand, when there is an appropriation and follow-up, there is a lack of

project documentation as in the case of Azamar and Ríos (2020) or the Iluméxico

(K. Cedano, personal communication, May 15, 2021) and Concentrarte (K.

Cedano, personal communication, June 8, 2021) projects. This implies that

having an ownership program there is no information on the implementation

mechanism, whether it was successful or not; it also prevents replication and

adaptation to other contexts to obtain similar results or improve results. On the

other hand, there are few implementations of solar technology to peri-urban or

vulnerable areas accompanied by documentation in basic energy training for

beneficiaries. An example is the report by Buendía, et al (2018) in which the

social adoption of solar eco-technology was demonstrated in a federal

elementary school for which an educational program was developed for

students. However, this is the exception, mostly the look of the projects is only

from Solar Engineering without considering the recipient communities. The lack

of a research approach denies future solar ecotechnology implementation

programs to start from a fieldwork base.

To fill this gap, Project 70 asked itself the question: what strategy can be used

to promote social appropriation of solar technology among the beneficiaries? A

workshop program "Energize my business" was designed based on the

assumption that training in solar energy can be a factor in the appropriation of

the technology. That is, solar technology appropriation involves both obtaining

solar technology equipment and energy literacy training. The objective of the

workshop was to enable the beneficiaries to self-identify their energy demand

and solar solutions as a way to empower their businesses. The accompaniment

of the workshop, of the training, prior to the installation was the main ingredient

that marked the difference of project 70 with other similar ones (Molina and

González, 2020; Tagle and Álvarez, 2019; Calderón, et al, 2018; López, et al,

2018). The workshop attempted to ensure, following the educational design

methodology, the appropriation of solar technology in the entrepreneurship of

the women of Temixco. This workshop was the first of three that were provided

to the beneficiaries along with one on the use and care of solar devices; and

another on entrepreneurship.

Materials and methods

Since the workshop design was multidisciplinary, a simple approach with a clear

and guided application was chosen, therefore Bernice McCarthy's 4MAT (2006)

Andrea Medina Téllez Girón, Karla G. Cedano Villavicencio

Espirales. Revista multidisciplinaria de investigación científica, Vol. 6, No. 42

October - December - 2022. e-ISSN 2550-6862. pp 62-74

was selected. The 4MAT model serves as a map to elaborate a teaching-learning

sequence structured in eight steps arranged in four quadrants. Step 1 and 2 form

the first quadrant in which we seek to connect with the participants' previous

experience. Step 3 and 4 form the second quadrant which have in common the

formation of the concept, the thematic content. Step 5 and 6 form the third

quadrant where the content is practiced and the process of personalization or

internalization of the content in daily life begins. Step 7 and 8 integrates the

concept or content to applications in daily life and appropriates it to the

experience. Quadrant 1 and 4 closes and opens the cycle by what happens in

daily life, in the informal context; while quadrant 2 and 3 are the theoretical and

practical foundations that are learned in the formal, school context.

The methodology used was Educational Design Based Research (IBD). This

methodology tests the design of a program in a real context. In the words of

Tjeerd Plump it is, a systematic study of the design, development and evaluation

of educational interventions, such as programs, teaching-learning strategies,

materials, products and systems (2010, p. 9). IBD is based on the staging of a

program in order to refine it as many times as necessary so that it yields the

results that satisfy the need for its design. If it is possible to find the principles

that satisfy that need then the design is effective, Plump writes that until then a

local theory of intervention will have been developed (ibidem) since generality

and replicability depend on specific contexts in which the design emerged and

is effective. Thomas Reeves and McKenney (2019) propose a generic model

composed in three dual phases: analysis and exploration; design and

construction; evaluation and reflection which leads to intervention maturation

and theoretical understanding preparing the researcher for a new iteration of

program design.

Figure 1.

Generic model for research based on educational design.

Source: Reeves and McKenney (2019, p. 83).

"Energize my business": towards a social appropriation of solar technology

Espirales. Revista multidisciplinaria de investigación científica, Vol. 6, No. 42

October - December - 2022. e-ISSN 2550-6862. pp 62-74

The researcher's work has two faces, as Reeves points out, he is a detective

because he seeks a scientific understanding of the field work; and he is an

inventor because he embraces innovation, he seeks creative designs that

motivate the active commitment of the participants. Under this double dynamic,

phase 1 analysis-exploration has the objective of defining the problem that will

solve the construction of a program, which is located in the Introduction section

of this document. Exploration refers to the characteristics of the context and the

sample, which is found in the Population and Sample section. Phase 2 design-

build consists of the requirements and proposition that structure the first design

prototype. The prototyping should be reviewed in light of the project goals and

incorporation of the program design objectives. Design and construction are

interconnected pairs because once the design is built, it transitions between

redesign and reconstruction as iterations occur. Phase 3 of evaluation frames the

methodological planning, fieldwork or implementation itself in which data

collection, analysis and findings are collected, the latter of which is found in the

Results section. Reflection corresponds to the Discussion section.

Population and sample. The study population was the Rubén Jaramillo

neighborhood in Temixco, Morelos, which is a peri-urban area. It is characterized

by the accelerated urbanization process, the displacement of primary activities

such as the cultivation of roses, rice, sugar cane by tertiary activities of

commerce, mostly informal, of the settlers, chain stores such as OXXO or

CFEmático, presence of universities such as IER-UNAM, UAEM, an elementary

school named after the colony and a general hospital. Most people work in

plumbing, masonry, haircutting and domestic service. The role of women has

changed, given the lack of income, from being only a housewife to working

outside the home, often informally. The population has primary and secondary

schooling, and there is a problem of teenage pregnancy and domestic violence.

The selection of the area was based on the university's social impact area.

The sample consisted of three women between 48 and 52 years of age who live

in the Rubén Jaramillo neighborhood and who have a business that has become

a family business, because they all run it together: a tamalería, a pozolería and

soap and candle handicrafts. The schooling of two women is basic education

and one has a higher education; they have not been part of a formal education

for more than 20 years. Their interests were to save on electricity and gas costs,

improve the manufacturing process of their product and protect the

environment. The selection of the sample was made after a series of snowball

interviews with the study population, considering that: they had a business, that

it was their own, that they were willing to invest time in the courses (workshop,

entrepreneurship and care of solar technology), that they would authorize

modifications in electrical installations, put stairs, etc., if necessary. The

Andrea Medina Téllez Girón, Karla G. Cedano Villavicencio

Espirales. Revista multidisciplinaria de investigación científica, Vol. 6, No. 42

October - December - 2022. e-ISSN 2550-6862. pp 62-74

implementation was carried out at the IER-UNAM, on July 31 and August 7,

2021.

The instruments used were: checklists by activity, oral testimony of the

participants, a field diary of the researcher and a session observation guide.

These are in handwritten format. The written participations were recovered

through a workbook composed of the activities and exercises of the workshop.

The activity checklist helped to monitor how much of the activities were

answered. The testimony of the participants helped to document the

experiences on the process of social appropriation of energy issues. The

researcher's diary was semi-structured participant observation to evaluate the

program design in implementation. The diary and testimonies considered the

questions: what have I done, what have I learned, what is significant in my

learning and how can I modify my practice, as proposed by McNiff (2005, p.

100).

The workbook was used to collect data on the activities, which was requested at

the end of each session. The oral testimony was recorded on the researcher's

cell phone, who made a manual transcription. The data collected were organized

into the four phases of 4MAT: connect, define, practice and evaluate.

Workshop design. This section corresponds to Phase 2: design and construction.

The design of the "Energize my business" workshop was the product of the

collaboration of a multidisciplinary team that followed Nonaka's (1994)

inspiration. The multidisciplinary design combined different visions on the

energy issue and how to approach it in a didactic way considering the

requirements of the design, i.e., the characteristics emanated from the

exploratory fieldwork. A prototype was designed with a standard Spanish

basic, infocapsules were devised followed by activities to encourage

participation and internalization, since the population has not had contact with

formal education, and examples from their daily lives were provided with

emphasis on their enterprises.

The design of the "Energize my business" prototype consisted of two parts: the

identification of energy needs within the enterprise and the different solar

technologies. An attempt was made to avoid the failures of other solar

technology implementations on three fronts. First, the prototype focused on

training people prior to the installation of solar technology in their enterprises.

This was because what is important is not that the businesses have the

technology, but that the people running those businesses can identify their

energy demand and what solar technology can meet it. The design of the

"Energize my business": towards a social appropriation of solar technology

Espirales. Revista multidisciplinaria de investigación científica, Vol. 6, No. 42

October - December - 2022. e-ISSN 2550-6862. pp 62-74

workshop and its implementation tried to avoid vertical decisions from academia

to the community, i.e., engineers pointing out the needs of the ventures and

proposing the solution, instead the workshop focused on the main actors: the

women. The workshop was designed so that the participants would report their

needs and propose solutions themselves.

Second, once the beneficiaries had the necessary information and training, they

were easily able to identify, at the end of the workshop, the type of solar

technology they required. This work dynamic followed a middle-up-down logic,

as described by Nonaka (1994, p. 30), in which the beneficiaries are taken into

account and not external prescriptions; the fact that they were aware that this

was the technology was a great first step. Third, by focusing on their productive

activity, the prototype changed their perspective from seeing solar technology

as something foreign to seeing it as a tool that activates and strengthens their

economy.

The theoretical conjecture or proposition underlying the construction of the

prototype was that training in solar energy can be a factor in the social

appropriation of solar technology to prevent the beneficiaries from stopping

using it after its installation or selling it. The objective of the prototype was for

the women to identify the energy demand of their business and their solar

solution. Given that the time available was two sessions, the construction of the

prototype followed two central themes: "What type of energy do I use in my

business?" this session had the objective of identifying the energy needs of their

business and "What solar solution can I use in my business?" this session had

the objective of having the women identify the solar technology that provided a

solution to their energy needs, whether it was a solar water heater, solar stove,

solar dehydrator or solar cells. The topics followed an instructional model that

pursues the social appropriation of knowledge, 4MAT. Each topic was divided

into four sections: connect, define, practice and evaluate; presentations were

prepared for each session and material was distributed individually. The

following images show the planning of the sessions.

Results

This section corresponds to Phase 3 of the IBD model. The connection of the

participants maintained a forced relationship. This activity had the objective of

talking about activities and tools they used in their enterprises and some

situations they lived in a sunny place like Temixco. The women participated in

the form of an interrogation, with short, brief or monosyllabic sentences. This

was partly due to the fact that it was the first group contact and there was some

distrust. In the second session, the participants were more confident in

expressing comments they had heard; although their answers were a little

Andrea Medina Téllez Girón, Karla G. Cedano Villavicencio

Espirales. Revista multidisciplinaria de investigación científica, Vol. 6, No. 42

October - December - 2022. e-ISSN 2550-6862. pp 62-74

longer, it was not possible to motivate a conversation or debate among them.

Although the themes in this connection stage were intertwined with the content,

the limited participation made them seem forced.

The definition followed a pattern of simple association. This was reflected in the

activities they carried out, in which they appreciated a pairing of meaning from

their experiences and specific exercises. The construction of meaning was of a

simple associative type, that is, they constructed a referent and its meaning

leaving aside detail, complexity, subtleties and differences. In the first exercise

they had to distinguish which image used electric or thermal energy; in the

image of the iron, which uses both concepts, they doubted whether it was

thermal or electric; they also doubted in the image of a book what type of energy

it required. This hesitation showed that the participants could not discriminate

from a series of elements those that did not belong to the set, that is, those that

did not use energy or those that used both.

Similarly, the participants found it difficult to differentiate the varieties of

meanings, for example, there was confusion with the words "natural gas"

because they thought it was a renewable source due to the fact that the adjective

was "natural" and therefore was not harmful. In session 2 they maintained this

same type of processing, in the activities they managed to relate the image of

solar technology, the concept and the definition, however, it was difficult to

remember abstract words such as "advantage", "maintenance" or "precaution".

The processing followed a reverse pattern, while the simple association of solar

technology was to keep the differences between each technology; advantage,

maintenance and precaution had characteristics that the technologies shared

and these were vague. This reverse process of specification, differentiation of

solar technologies versus generalization of advantages, maintenance and

precaution, in the same exercise was a challenge for them. In the "Dear Heart"

activity, the written skills of the participants were evident, only one managed to

maintain a similar writing style in response to the entrepreneurs; the rest of the

participants only wrote the solar solution. In both sessions, the construction of a

simple association network was appreciated, which helped them to achieve the

objectives of each session.

In the evaluation process, the women were aware of their energy needs and solar

solutions. In session 1, two of the participants were able to identify their thermal

and electrical needs even though they were not able to reflect on what it was

practically useful for them. Delia and Maria identified their needs and were able

to classify them as thermal, electrical or both; Paty only identified their uses

within her enterprise, but was not able to identify the needs she had. This is

evidence that the associations they built in this session were simple and isolated,

"Energize my business": towards a social appropriation of solar technology

Espirales. Revista multidisciplinaria de investigación científica, Vol. 6, No. 42

October - December - 2022. e-ISSN 2550-6862. pp 62-74

i.e. not linked, linked to structures, series or blocks of other associations, in this

case to their venture. In session 2, Paty managed to establish the relationship

between her needs and solar technology as did the other participants.

The workshop had a double evaluation, one carried out by the participants on

their enterprise, detecting needs and choosing a solar solution, and the other by

the team of engineers. The evaluation carried out by the team was based on a

"Diagram of solar solutions" in which, by means of questions based on the

characteristics of their business and energy demand, the ideal technology for

each enterprise was identified. In all three cases, the results of the diagram and

the technology identified by the participants were the same. In the case of Delia,

she had conducted tests on dehydration of leaves, flowers and vegetables

months before the workshop, so she had already well defined her need for a

solar dehydrator to speed up her production process of candles and handmade

soaps. Maria identified the solar cell technology to reduce electricity

consumption for the equipment she uses to make tamales. Paty pointed out that

the appropriate eco-technology would be a water heater to speed up the pre-

cooking of pozole. The coincidence of responses between the Diagram and what

the women indicated was a verification that the workshop prototype yielded the

results projected in the program design and that the diagram considers all the

elements for diagnosing solar technology according to the enterprise.

In the oral testimonies about what was learned, the change in the understanding

and relationship of topics was appreciated. In session 1, it was not possible to

connect the topic with the importance of their business, the answers "all

knowledge is useful" or "I learned something new" did not give a relevant

answer to the question, this reflected that a personal value or application of the

concepts was not built. In session 2, the presentation of the different solar

technologies created a link between their needs and solutions within their

business. The testimonials focused on listing the advantages they would have if

they used a certain solar technology. The change in responses in session 2 was

due to the link between their needs and the proposed solar solutions, and

knowing that they would benefit from a technology gave them enough agency

to select the one that best suited their business.

The following modifications to the workshop prototype are recommended. In

session 1 it is necessary to separate the types of exercises, it is suggested in

activity 1 to keep images that use thermal or electrical energy, to include an

activity in which they select whether they use thermal, electrical or both, to

include an activity in which they cross out the activities that do not belong to the

set of tools that use thermal and electrical energy. It is better to introduce the

Andrea Medina Téllez Girón, Karla G. Cedano Villavicencio

Espirales. Revista multidisciplinaria de investigación científica, Vol. 6, No. 42

October - December - 2022. e-ISSN 2550-6862. pp 62-74

topic of energy with the explanation of renewable and non-renewable energy as

a context and focus only on identifying the needs they have in their enterprise.

In session 2, it is recommended that after explaining each solar technology, a

clear example of how it can be used in a business, what advantages it would

represent such as lower gas costs, among others. In the "Dear Heart" activity,

all cases should be about business.

The result of the implementation of the prototype workshop was achieved. This

result can be attributed to the objectives of the intervention in its two sessions.

The prototype designed had the capacity to be taken to the field without a

problem. The factor that contributed to the applicability of the prototype at the

local level, Temixco, was the sociocultural approach derived from the

exploratory fieldwork with the women, one month prior to the workshop. Based

on this, a profile was constructed that helped determine the design

requirements. Another factor was the women's personal interest in their

ventures, which served as the backbone of the workshop and cohesion within

the group. There was also an alignment between the objective of the workshop

and the knowledge required by the women to make decisions about their solar

solutions. In this sense, there was an integration due to the personal interest of

benefiting from the right choice of solar technology.

The workshop design was effective because of the alignment between the

design requirements, the propositions and the workshop design. The workshop

can be replicated with the same results as long as it is carried out in conditions

similar to the context and population, that is, it can be analytically generalized.

The short-term impact of the intervention was the social appropriation of

knowledge of solar technology in the enterprises as they were able to identify

the eco-technology they needed. In the long term it will be reflected in the

consolidation, care and maintenance of the technology in their enterprises. The

appropriation of this technology in their productive life will be reflected in a

better use of their economic resources and productive process.

It is proposed to conduct a longitudinal study to determine the level of

integration of technology into their productive life. That is, so far, according to

the stages proposed by Jordi Adell (2008), the stage of technological access and

adoption has been reached. It is necessary to follow up in order to document

the process of the adaptation, appropriation and innovation stage. In each of

them it will be necessary to point out the challenges they will face; the direct or

indirect repercussions of solar technology in their production processes and

physical businesses; what they do and how they face a problem with the

ecotechnology, in what personal way they come to appropriate it.

"Energize my business": towards a social appropriation of solar technology

Espirales. Revista multidisciplinaria de investigación científica, Vol. 6, No. 42

October - December - 2022. e-ISSN 2550-6862. pp 62-74

Conclusions

The workshop "Energize my business" was a proposal for social appropriation

of knowledge, its implementation and analysis leads to the conclusion that a

design program that aims to empower women-led businesses in a peri-urban

context should have a socially focused fieldwork.

The social appropriation of solar technology in enterprises can be successful as

long as it is not seen as a panacea for economic or energy problems within the

enterprises. Just as there is a failure in the distribution of gas or electricity, a day

with low solar irradiation due to weather conditions may mean that the solar

technology does not have enough power to function. This does not mean that it

is a failure, it represents an alternative and complement that contributes to take

advantage of economic resources more efficiently in the enterprises, without

harming the environment, taking advantage of living in an area of high irradiation

as Temixco.

It is important to note that the solar technology was granted on loan, thus

protecting it from being sold to third parties and emphasizing the responsible

use of the equipment. The beneficiaries were made aware that, in the same way

that they acquire other types of technology such as a cell phone, they are

responsible for taking care of the equipment they received in their businesses,

maintaining it and reporting any faults it may present. The fact that the

installation was done in their businesses ensured access and maintenance.

"Energize My Business" was the first prototype to be piloted in a peri-urban

area. The maturation of the program that was designed as a prototype will

depend on the adjustments recommended above. In addition, a first iteration in

the Temixco area or similar will show which elements of the design work for the

peri-urban population and which can be modified or need to be emphasized,

depending on the type of business.

The theoretical understanding of the program will be achieved to the extent that

it is implemented repeatedly. Thus, it will be verified whether the assumption on

which it was based is valid for any peri-urban area. It should be remembered that

the framework in which the workshop was designed was that of empowerment

through solar energy. For the time being, in this pilot, the program was optimal

because it achieved the proposed objectives.

Andrea Medina Téllez Girón, Karla G. Cedano Villavicencio

Espirales. Revista multidisciplinaria de investigación científica, Vol. 6, No. 42

October - December - 2022. e-ISSN 2550-6862. pp 62-74

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