Duveskog, Deborah
- Institutionen för stad och land, Sveriges lantbruksuniversitet
Sammanfattning
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.
Publicerad i
Journal of Development Studies
2011, volym: 47, nummer: 10, sidor: 1529-1544
Utgivare: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
SLU författare
Globala målen (SDG)
SDG4 God utbildning för alla
SDG5 Jämställdhet
SDG10 Minska ojämlikhet
UKÄ forskningsämne
Miljö- och naturvårdsvetenskap
Publikationens identifierare
- DOI: https://doi.org/10.1080/00220388.2011.561328
Permanent länk till denna sida (URI)
https://res.slu.se/id/publ/43815