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Conducting research on early education development at rural sites in South Africa is challenging. This is partly because it is difficult to capture the vast array of factors that impact on the lives of people in rural communities. In this article the author reports on some of the difficulties, showing how cultural historical and activity theory (CHAT) can be used as a lens in a participatory action research (PAR) project. The author argues that far from being a negative by-product ofdoi:10.4102/sajce.v2i1.26 fatcat:fs7irgq7pjca3jz3h4quzyltji