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The contribution of transformative learning theory to the practice of participatory research and extension: Theoretical reflections

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  • Rachel Percy

Abstract

This paper explores ways in which experiential learning theories, in particular transformative learning theory, can inform farmer participatory research and extension (PR&E). I identify and discuss three key elements of experiential learning theory – second-order experiences, reflection, and dialogue – that are particularly pertinent to PR&E practice. I then turn to one experiential learning theorist – Mezirow, and examine his theory of transformative learning to assess how it may inform the PR&E process. I outline the basic components and stages of transformative learning and summarize the main criticisms of the theory. Following this, parallels are drawn between transformative learning and what actually takes place in PR&E, and examples are given of the ways in which scientists and rural people may undergo transformative learning through the PR&E process. Ways in which transformative learning can be encouraged within the PR&E context are discussed. I conclude that Mezirow’s work can provide PR&E practitioners and theorists with additional insights into how adults learn and especially how they – researchers, extensionists and rural people – can transform their ways of thinking to accommodate a shift from conventional research and extension to PR&E. Copyright Springer 2005

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  • Rachel Percy, 2005. "The contribution of transformative learning theory to the practice of participatory research and extension: Theoretical reflections," Agriculture and Human Values, Springer;The Agriculture, Food, & Human Values Society (AFHVS), vol. 22(2), pages 127-136, June.
    • Handle: RePEc:spr:agrhuv:v:22:y:2005:i:2:p:127-136
    DOI: 10.1007/s10460-004-8273-1
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    Cited by:

    1. Le Thi Hong Phuong & Tran Duc Tuan & Nguyen Thi Ngoc Phuc, 2019. "Transformative Social Learning for Agricultural Sustainability and Climate Change Adaptation in the Vietnam Mekong Delta," Sustainability, MDPI, vol. 11(23), pages 1-15, November.
    2. Tanzi Smith, 2011. "Using critical systems thinking to foster an integrated approach to sustainability: a proposal for development practitioners," Environment, Development and Sustainability: A Multidisciplinary Approach to the Theory and Practice of Sustainable Development, Springer, vol. 13(1), pages 1-17, February.
    3. Nadine Andrieu & Patrick Dugue & Pierre-Yves Le Gal & Marine Rueff & Noemie Schaller & Aristide Sempore, 2012. "Validating a Whole Farm Modelling with Stakeholders: Evidence from a West African Case," Journal of Agricultural Science, Canadian Center of Science and Education, vol. 4(9), pages 159-159, July.
    4. O’Leary, Susan, 2017. "Grassroots accountability promises in rights-based approaches to development: The role of transformative monitoring and evaluation in NGOs," Accounting, Organizations and Society, Elsevier, vol. 63(C), pages 21-41.
    5. Darnhofer, Ika, 2021. "Resilience or how do we enable agricultural systems to ride the waves of unexpected change?," Agricultural Systems, Elsevier, vol. 187(C).
    6. Elizabeth Dooley, 2020. "An Ethnographic Look into Farmer Discussion Groups through the Lens of Social Learning Theory," Sustainability, MDPI, vol. 12(18), pages 1-21, September.
    7. Moumouni, Ismail & Romemount, Aurelle de & Amonsou-Biaou, Fortune & Faure, Guy, 2015. "Standardisation du conseil agricole et diversité des modalités d’action des conseillers au Bénin," Économie rurale, French Society of Rural Economics (SFER Société Française d'Economie Rurale), vol. 348(July-Augu).
    8. Daniel E. Ufua & Angie O. I. Adebayo, 2019. "Exploring the Potency of Rich Pictures in a Systemic Lean Intervention Process," Systemic Practice and Action Research, Springer, vol. 32(6), pages 615-627, December.

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