Duveskog, Deborah
- Department of Urban and Rural Development, Swedish University of Agricultural Sciences
Abstract
As participatory agricultural education increases in use, knowledge is needed of its impact on the daily lives of the participants beyond benefits for farming. The purpose of this study was to explore the case of Farmer Field Schools (FFS) under the lens of transformative learning theory, in order to understand the impact that participatory and group-based learning can have on the lives of participants. The findings revealed significant impacts demonstrated by a personal transformation, changes in gender roles and relations, customs and traditions, and community relations, and an increase in household economic development. The implications are relevant both within the fields of rural development and for transformative learning theory.
Published in
Journal of Development Studies
2011, volume: 47, number: 10, pages: 1529-1544
Publisher: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
SLU Authors
Global goals (SDG)
SDG4 Quality education
SDG5 Gender equality
SDG10 Reduced inequalities
UKÄ Subject classification
Environmental Sciences and Nature Conservation
Publication identifier
- DOI: https://doi.org/10.1080/00220388.2011.561328
Permanent link to this page (URI)
https://res.slu.se/id/publ/43815