| Title: |
Bringing Together Learning from Two Worlds: Lessons from a Gender-Inclusive Community Education Approach with Smallholder Farmers in Papua New Guinea |
| Language: |
English |
| Authors: |
Pamphilon, Barbara; Mikhailovich, Katja |
| Source: |
Australian Journal of Adult Learning. Jul 2017 57(2):172-196. |
| Availability: |
Adult Learning Australia. Level 1, 32 Northbourne Avenue, Canberra, ACT 2603, Australia. Tel: +61-02-6274-9515; Fax: +61-02-6274-9513; Web site: http://www.ala.asn.au |
| Peer Reviewed: |
Y |
| Page Count: |
25 |
| Publication Date: |
2017 |
| Document Type: |
Journal Articles; Reports - Evaluative |
| Descriptors: |
Foreign Countries; Agricultural Occupations; Access to Education; Family Income; Agricultural Education; Gender Bias; Males; Females; Culturally Relevant Education; Equal Education; Sex Fairness; Capacity Building; Community Development; Rural Areas; Action Research; Learning Modules; Teamwork; Training; Place Based Education |
| Geographic Terms: |
Papua New Guinea |
| ISSN: |
1443-1394 |
| Abstract: |
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. |
| Abstractor: |
As Provided |
| Number of References: |
54 |
| Entry Date: |
2017 |
| Accession Number: |
EJ1148651 |
| Database: |
ERIC |