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Research article - Peer-reviewed, 2011

Farmer Field Schools in Rural Kenya: A Transformative Learning Experience

Duveskog, Deborah; Friis-Hansen, Esbern; Taylor, Edward


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

Authors' information

Duveskog, Deborah
Swedish University of Agricultural Sciences, Department of Urban and Rural Development
Friis-Hansen, Esbern
Danish Institute for International Studies
Taylor, Edward
Pennsylvania State University

Sustainable Development Goals

SDG5 Gender equality
SDG4 Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
SDG10 Reduce inequality within and among countries

UKÄ Subject classification

Environmental Sciences related to Agriculture and Land-use

Publication Identifiers


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