NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ986576
Record Type: Journal
Publication Date: 2012
Pages: 18
Abstractor: As Provided
Reference Count: 49
ISSN: ISSN-0260-1370
Fostering Transformative Learning in Non-Formal Settings: Farmer-Field Schools in East Africa
Taylor, Edward W.; Duveskog, Deborah; Friis-Hansen, Esbern
International Journal of Lifelong Education, v31 n6 p725-742 2012
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Africa; Kenya