Fostering transformative learning in non-formal settings: Farmer-Field Schools in East Africa

Edward W. Taylor, Deborah Duveskog, Esbern Friis-Hansen

Research output: Contribution to journalArticlepeer-review

38 Scopus citations


The purpose of this study was to explore the practice of Farmer-Field Schools (FFS) theoretically framed from the perspective of transformative learning theory and non-formal education (NFE). Farmer-Field Schools are community-led NFE programs that provide a platform where farmers meet regularly to study the 'how and why' of farming and engage in an instrumental and experiential learning process imbued with local knowledge expressed through song, dance and theatre. Through a qualitative design using multiple interviews and observations of the Luhya ethnic group in Western Kenya, involving participants of several FFS programs, the study revealed an intricate picture of fostering transformative learning within the context of NFE, where findings call into question some long-held assumptions about both.

Original languageEnglish (US)
Pages (from-to)725-742
Number of pages18
JournalInternational Journal of Lifelong Education
Issue number6
StatePublished - Dec 2012

All Science Journal Classification (ASJC) codes

  • Education
  • Life-span and Life-course Studies


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