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Farmer Field Schools in Rural Kenya: A Transformative Learning Experience

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  • Deborah Duveskog
  • Esbern Friis-Hansen
  • Edward Taylor

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.

Suggested Citation

  • Deborah Duveskog & Esbern Friis-Hansen & Edward Taylor, 2011. "Farmer Field Schools in Rural Kenya: A Transformative Learning Experience," Journal of Development Studies, Taylor & Francis Journals, vol. 47(10), pages 1529-1544.
    • Handle: RePEc:taf:jdevst:v:47:y:2011:i:10:p:1529-1544
    DOI: 10.1080/00220388.2011.561328
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    Citations

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    Cited by:

    1. Kassie, Menale & Ndiritu, Simon Wagura & Stage, Jesper, 2014. "What Determines Gender Inequality in Household Food Security in Kenya? Application of Exogenous Switching Treatment Regression," World Development, Elsevier, vol. 56(C), pages 153-171.
    2. Domenico Dentoni & Carlo Cucchi & Marija Roglić & Rob Lubberink & Rahmin Bender & Timothy Manyise, 2023. "Systems Thinking, Mapping and Change in Food and Agriculture," Post-Print hal-04002011, HAL.
    3. Henk Berg & Suzanne Phillips & Marcel Dicke & Marjon Fredrix, 2020. "Impacts of farmer field schools in the human, social, natural and financial domain: a qualitative review," Food Security: The Science, Sociology and Economics of Food Production and Access to Food, Springer;The International Society for Plant Pathology, vol. 12(6), pages 1443-1459, December.
    4. O’Leary, Susan, 2017. "Grassroots accountability promises in rights-based approaches to development: The role of transformative monitoring and evaluation in NGOs," Accounting, Organizations and Society, Elsevier, vol. 63(C), pages 21-41.
    5. Périnelle, Anne & Meynard, Jean-Marc & Scopel, Eric, 2021. "Combining on-farm innovation tracking and participatory prototyping trials to develop legume-based cropping systems in West Africa," Agricultural Systems, Elsevier, vol. 187(C).
    6. Marinus, Wytze & Descheemaeker, Katrien K.E. & van de Ven, Gerrie W.J. & Waswa, Wycliffe & Mukalama, John & Vanlauwe, Bernard & Giller, Ken E., 2021. "“That is my farm” – An integrated co-learning approach for whole-farm sustainable intensification in smallholder farming," Agricultural Systems, Elsevier, vol. 188(C).
    7. Kraaijvanger, Richard & Veldkamp, Tom & Almekinders, Conny, 2016. "Considering change: Evaluating four years of participatory experimentation with farmers in Tigray (Ethiopia) highlighting both functional and human–social aspects," Agricultural Systems, Elsevier, vol. 147(C), pages 38-50.
    8. Bakker, Teatske & Dugué, Patrick & de Tourdonnet, Stéphane, 2022. "How do farmers change their practices at the farm level after co-design processes in Farmer Field Schools?," Agricultural Systems, Elsevier, vol. 201(C).
    9. Hugh Waddington & Birte Snilstveit & Jorge Hombrados & Martina Vojtkova & Daniel Phillips & Philip Davies & Howard White, 2014. "Farmer Field Schools for Improving Farming Practices and Farmer Outcomes: A Systematic Review," Campbell Systematic Reviews, John Wiley & Sons, vol. 10(1), pages -335.

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