Farmer Field Schools in Rural Kenya: A Transformative Learning Experience

Deborah Duveskog, Esbern Friis-Hansen and Edward Taylor

Journal of Development Studies, 2011, vol. 47, issue 10, 1529-1544

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.

Date: 2011
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Persistent link: https://EconPapers.repec.org/RePEc:taf:jdevst:v:47:y:2011:i:10:p:1529-1544

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DOI: 10.1080/00220388.2011.561328

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