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Learning about sustainability and gender through Farmer Field Schools in the Taita Hills, Kenya
ARTICLE

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International Journal of Educational Development Volume 33, Number 5, ISSN 0738-0593 Publisher: Elsevier Ltd

Abstract

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.

Citation

Najjar, D., Spaling, H. & Sinclair, A.J. (2013). Learning about sustainability and gender through Farmer Field Schools in the Taita Hills, Kenya. International Journal of Educational Development, 33(5), 466-475. Elsevier Ltd. Retrieved August 14, 2020 from .

This record was imported from International Journal of Educational Development on March 1, 2019. International Journal of Educational Development is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijedudev.2012.06.004

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