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Forskningsartikel2011Vetenskapligt granskadÖppen tillgång

Farmer Field Schools in Rural Kenya: A Transformative Learning Experience

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

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

    Globala målen

    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