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 journalArticle

21 Citations (Scopus)

Abstract

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
Volume31
Issue number6
DOIs
StatePublished - Dec 1 2012

Fingerprint

East Africa
farmer
school
learning
education
school program
learning theory
dance
Kenya
theater
song
learning process
ethnic group
interview
community

All Science Journal Classification (ASJC) codes

  • Education
  • Life-span and Life-course Studies

Cite this

Taylor, Edward W. ; Duveskog, Deborah ; Friis-Hansen, Esbern. / Fostering transformative learning in non-formal settings : Farmer-Field Schools in East Africa. In: International Journal of Lifelong Education. 2012 ; Vol. 31, No. 6. pp. 725-742.
@article{e91421a3ee4040db878e73fcbf41b046,
title = "Fostering transformative learning in non-formal settings: Farmer-Field Schools in East Africa",
abstract = "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.",
author = "Taylor, {Edward W.} and Deborah Duveskog and Esbern Friis-Hansen",
year = "2012",
month = "12",
day = "1",
doi = "10.1080/02601370.2012.713035",
language = "English (US)",
volume = "31",
pages = "725--742",
journal = "International Journal of Lifelong Education",
issn = "0260-1370",
publisher = "Routledge",
number = "6",

}

Fostering transformative learning in non-formal settings : Farmer-Field Schools in East Africa. / Taylor, Edward W.; Duveskog, Deborah; Friis-Hansen, Esbern.

In: International Journal of Lifelong Education, Vol. 31, No. 6, 01.12.2012, p. 725-742.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Fostering transformative learning in non-formal settings

T2 - Farmer-Field Schools in East Africa

AU - Taylor, Edward W.

AU - Duveskog, Deborah

AU - Friis-Hansen, Esbern

PY - 2012/12/1

Y1 - 2012/12/1

N2 - 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.

AB - 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.

UR - http://www.scopus.com/inward/record.url?scp=84870875750&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84870875750&partnerID=8YFLogxK

U2 - 10.1080/02601370.2012.713035

DO - 10.1080/02601370.2012.713035

M3 - Article

AN - SCOPUS:84870875750

VL - 31

SP - 725

EP - 742

JO - International Journal of Lifelong Education

JF - International Journal of Lifelong Education

SN - 0260-1370

IS - 6

ER -