How Farmers Learn about Environmental Issues: Reflections on a Sociobiographical Approach

Autor/inn/en	Vandenabeele, Joke; Wildemeersch, Danny
Titel	How Farmers Learn about Environmental Issues: Reflections on a Sociobiographical Approach
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 62 (2012) 1, S.56-72 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/0741713610392770
Schlagwörter	Figurative Language; Agriculture; Agricultural Occupations; Environment; Public Policy; Organizations (Groups); Learning Processes; Sustainability; Interviews; Personal Narratives; Networks; Research Methodology; Foreign Countries; Adult Education; Belgium + Suchen Sie Ihr Suchwort? Landwirtschaft; Agriculture; Occupation; Beruf; Landwirtschaftlicher Beruf; Umwelt; Öffentliche Ordnung; Learning process; Lernprozess; Nachhaltigkeit; Interviewing; Interviewtechnik; Erlebniserzählung; Research method; Forschungsmethode; Ausland; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Belgien
Abstract	At the time of this research, protests of farmers against new environmental policy measures received much media attention. News reports suggested that farmers' organizations rejected the idea that modern farming techniques cause damage to the environment and even tried to undermine attempts to reconcile the goals of modern agriculture with environmental objectives. In this article, the authors focus on how farmers learn to connect to various narratives about the issues at stake and on how these narratives are constructed through everyday encounters within the diverse networks to which farmers belong. As this article demonstrates, of particular interest for researchers is the kind of learning that occurs in response to differences in opinion. Accordingly, the authors introduce a new metaphor, called "learning as response," which helps understand how farmers may learn, again and again, to respond "as singular beings" to the ambiguities and differences they encounter in their everyday professional life. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10