TY - JOUR
T1 - Farmer field schools in rural Kenya
T2 - A transformative learning experience
AU - Duveskog, Deborah
AU - Friis-Hansen, Esbern
AU - Taylor, Edward W.
PY - 2011/10
Y1 - 2011/10
N2 - 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.
AB - 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.
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U2 - 10.1080/00220388.2011.561328
DO - 10.1080/00220388.2011.561328
M3 - Article
AN - SCOPUS:84857809934
SN - 0022-0388
VL - 47
SP - 1529
EP - 1544
JO - Journal of Development Studies
JF - Journal of Development Studies
IS - 10
ER -