Journal
INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT
Volume 33, Issue 5, Pages 466-475Publisher
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.ijedudev.2012.06.004
Keywords
Farmers Field Schools; Transformative learning; Gender; Taita Hills; Kenya
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This research uses transformative learning theory to explore how Farmers Field Schools (FFS) of the Taita Hills, Kenya have contributed to environmental sustainability, with a particular focus on gendered learning. Both genders experienced transformations in their meaning schemes related to farming (e.g., men and women switched their traditional roles in tillage and planting). A significant change in meaning perspective occurred among men who overcame personal biases and a cultural practice of land inheritance for males to now include their daughters. More research is needed to explore how all participants (farmers, extension agents, scientists) could enhance sustainability efforts and gender equality through agricultural participatory education projects such as FFS. (C) 2012 Published by Elsevier Ltd.
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