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Research article2011Peer reviewedOpen access

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

    Sustainable Development Goals

    SDG4 Quality education
    SDG5 Gender equality
    SDG10 Reduced inequalities

    UKÄ Subject classification

    Environmental Sciences related to Agriculture and Land-use

    Publication identifier


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