Fostering Transformative Learning in Non-Formal Settings: Farmer-Field Schools in East Africa

Autor/inn/en	Taylor, Edward W.; Duveskog, Deborah; Friis-Hansen, Esbern
Titel	Fostering Transformative Learning in Non-Formal Settings: Farmer-Field Schools in East Africa
Quelle	In: International Journal of Lifelong Education, 31 (2012) 6, S.725-742 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2012.713035
Schlagwörter	Foreign Countries; Transformative Learning; Learning Theories; Nonformal Education; Community Education; Experiential Learning; Program Evaluation; Agricultural Occupations; Cooperative Learning; Ethnic Groups; Adult Learning; Adult Students; Africa; Kenya + Suchen Sie Ihr Suchwort? Ausland; Pädagogische Transformation; Learning theory; Lerntheorie; Non-formal education; Non formal education; Nichtformale Bildung; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Experiental learning; Erfahrungsorientiertes Lernen; Programme evaluation; Programmevaluation; Agriculture; Occupation; Landwirtschaft; Beruf; Landwirtschaftlicher Beruf; Kooperatives Lernen; Ethnie; Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Afrika; Kenia
Abstract	The purpose of this study was to explore the practice of Farmer-Field Schools (FFS) theoretically framed from the perspective of transformative learning theory and non-formal education (NFE). Farmer-Field Schools are community-led NFE programs that provide a platform where farmers meet regularly to study the "how and why" of farming and engage in an instrumental and experiential learning process imbued with local knowledge expressed through song, dance and theatre. Through a qualitative design using multiple interviews and observations of the Luhya ethnic group in Western Kenya, involving participants of several FFS programs, the study revealed an intricate picture of fostering transformative learning within the context of NFE, where findings call into question some long-held assumptions about both. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10