Farmer field schools in rural Kenya: A transformative learning experience

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

Research output: Contribution to journalArticle

25 Citations (Scopus)

Abstract

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.

Original languageEnglish (US)
Pages (from-to)1529-1544
Number of pages16
JournalJournal of Development Studies
Volume47
Issue number10
DOIs
StatePublished - Oct 1 2011

Fingerprint

Kenya
farmer
learning
learning theory
school
gender role
gender relations
experience
rural development
economic development
education
community
economics
Group
customs
household

All Science Journal Classification (ASJC) codes

  • Development

Cite this

Duveskog, Deborah ; Friis-Hansen, Esbern ; Taylor, Edward W. / Farmer field schools in rural Kenya : A transformative learning experience. In: Journal of Development Studies. 2011 ; Vol. 47, No. 10. pp. 1529-1544.
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Farmer field schools in rural Kenya : A transformative learning experience. / Duveskog, Deborah; Friis-Hansen, Esbern; Taylor, Edward W.

In: Journal of Development Studies, Vol. 47, No. 10, 01.10.2011, p. 1529-1544.

Research output: Contribution to journalArticle

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