Bringing Together Learning from Two Worlds: Lessons from a Gender-Inclusive Community Education Approach with Smallholder Farmers in Papua New Guinea

Autor/inn/en	Pamphilon, Barbara; Mikhailovich, Katja
Titel	Bringing Together Learning from Two Worlds: Lessons from a Gender-Inclusive Community Education Approach with Smallholder Farmers in Papua New Guinea
Quelle	In: Australian Journal of Adult Learning, 57 (2017) 2, S.172-196 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-1394
Schlagwörter	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; Papua New Guinea + Suchen Sie Ihr Suchwort? Ausland; Agriculture; Occupation; Landwirtschaft; Beruf; Landwirtschaftlicher Beruf; Education; Access; Bildung; Zugang; Bildungszugang; Familieneinkommen; Landwirtschaftliche Ausbildung; Ausbildung; Geschlechterstereotyp; Male; Männliches Geschlecht; Weibliches Geschlecht; Sexualaufklärung; Community; Development; Entwicklung; Rural area; Ländlicher Raum; Projektforschung; Learning module; Lernmodul; Papua-New Guinea; Papua-Neuguinea
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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01