Farmer Field Schools in Rural Kenya: A Transformative Learning Experience
研究了肯尼亚农民田间学校如何通过参与式学习改变参与者生活，包括个人转变、性别角色变化、社区关系改善和家庭经济发展，对农村发展和教育理论有启示。
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.