TY - JOUR
T1 - Bringing together learning from two worlds
T2 - Lessons from a gender-inclusive community education approach with smallholder farmers in Papua New Guinea
AU - Pamphilon, Barbara
AU - Mikhailovich, Katja
N1 - Publisher Copyright:
© 2017, ADULT LEARNING AUSTRALIA INC. All rights reserved.
PY - 2017/7
Y1 - 2017/7
N2 - Smallholder farmers are the backbone of food production in Papua New Guinea (PNG). Due to an increasing need to pay for schooling and health costs, many farming families are seeking ways to move from semi-subsistence farming to activities that generate more income. The long tradition of agricultural training in PNG to support the development of farmers has focused on technology transfer and on the production of cash crops. This form of farmer education has primarily benefited men, who typically control cash crop production. It has often excluded women, whose significant engagement in it is precluded by their low literacy, low education, family responsibilities and daily work on subsistence crops. This article examines the lessons learned from a project that facilitated village-level community education workshops that sought to bring male and female heads of families together in a culturally appropriate way in order to encourage more gender-equitable planning and farming practices. Through the development and capacity building of local training teams, the project developed a critical and place-based pedagogy underpinned by gender-inclusive and asset-based community development principles.
AB - Smallholder farmers are the backbone of food production in Papua New Guinea (PNG). Due to an increasing need to pay for schooling and health costs, many farming families are seeking ways to move from semi-subsistence farming to activities that generate more income. The long tradition of agricultural training in PNG to support the development of farmers has focused on technology transfer and on the production of cash crops. This form of farmer education has primarily benefited men, who typically control cash crop production. It has often excluded women, whose significant engagement in it is precluded by their low literacy, low education, family responsibilities and daily work on subsistence crops. This article examines the lessons learned from a project that facilitated village-level community education workshops that sought to bring male and female heads of families together in a culturally appropriate way in order to encourage more gender-equitable planning and farming practices. Through the development and capacity building of local training teams, the project developed a critical and place-based pedagogy underpinned by gender-inclusive and asset-based community development principles.
KW - farmer learning
KW - non formal education
KW - gender equity
KW - critical place-based pedagogy
KW - peer education
KW - developing countries
UR - http://www.scopus.com/inward/record.url?scp=85026267034&partnerID=8YFLogxK
M3 - Article
SN - 1443-1394
VL - 57
SP - 172
EP - 196
JO - Australian Journal of Adult Learning
JF - Australian Journal of Adult Learning
IS - 2
ER -