Learning about sustainability and gender through Farmer Field Schools in the Taita Hills, Kenya

This research uses transformative learning theory to explore how Farmers Field Schools (FFS) of the Taita Hills, Kenya have contributed to environmental sustainability, with a particular focus on gendered learning. Both genders experienced transformations in their meaning schemes related to farming (e.g., men and women switched their traditional roles in tillage and planting). A significant change in meaning perspective occurred among men who overcame personal biases and a cultural practice of land inheritance for males to now include their daughters. More research is needed to explore how all participants (farmers, extension agents, scientists) could enhance sustainability efforts and gender equality through agricultural participatory education projects such as FFS.

► We examined gendered learning outcomes for participants in Farmer Field Schools. ► Most instrumental learning focused on improved, sustainable crop production. ► Communicative learning emphasized households for women; socio-political realm for men. ► FFS changed some traditional gender roles but FFS membership is still a barrier for some women. ► Transformative learning outcome is evident in daughters being included in land inheritance.