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dc.contributor.supervisorSinclair, John (Natural Resources Institute)en
dc.contributor.authorNajjar, Dina
dc.date.accessioned2008-09-17T16:58:19Z
dc.date.available2008-09-17T16:58:19Z
dc.date.issued2008-09-17T16:58:19Z
dc.identifier.urihttp://hdl.handle.net/1993/3092
dc.description.abstractThis research explores transformative learning occurring through the Farmer Field Schools of the Taita Hills, Kenya using a qualitative, case study approach. The findings reveal that cultural roles and premises profoundly impacted learning and that a mixed-group setting could contribute to closing the gap between gender inequalities, leading to a more just and sustainable type of agriculture.en
dc.format.extent8678194 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoengen_US
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjecttransformative learningen
dc.subjectagricultural extensionen
dc.subjectdry landsen
dc.subjectgender studiesen
dc.subjectKenyaen
dc.titleLearning through Farmer Field Schools: a case study of the Taita Hills, Kenyaen
dc.typeinfo:eu-repo/semantics/masterThesis
dc.typemaster thesisen_US
dc.degree.disciplineNatural Resources Managementen_US
dc.contributor.examiningcommitteeGoh, Tee Boon (Agriculture) Garnder, James (Natural Resource Institute) Spaling, Harry (Kings University College)en
dc.degree.levelMaster of Natural Resources Management (M.N.R.M.)en_US
dc.description.noteFebruary 2009en


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