Hiroki, S. (author), Garnevska, E. (author), McLaren, S. (author), and Institute of Agriculture and Environment, Massey University, Palmerston North, New Zealand
Format:
Journal article
Publication Date:
2016-06-01
Published:
Springer
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 7 Document Number: D10267
27 pages., Via online journal., Local food is a popular subject among consumers, as well as food producers, distributors, policymakers and researchers in many countries. Previous research has identified that the definition of local food varies by context, and from country to country. The literature also suggested that environmental sustainability is one of the goals for many of the local food movements. While there is a substantial body of literature on local food internationally, limited research has been undertaken in New Zealand. This paper aims to understand how consumers define local food, what attributes they associate with local food, and the extent to which life cycle-based environmental aspects are represented in these attributes. Primary research employed quantitative methodology. This study identified that a majority of the respondents considered that local food may be defined as food that was produced in New Zealand and that support for community was the most important attribute associated with local food. Reduced GHG emission, conserving the landscape, and organic production were the life cycle-based environmental attributes that were associated with local food. This study provides a basis for further research into understandings of local food in New Zealand and how to improve communication among different social actors with respect to demand and supply of local food.
20 pages, via online journal, Purpose: To examine the factors that support and hinder farmers’ learning and to investigate the impact of an innovative learning program on farmers’ practice change.
Design/methodology/approach: Individual interviews and focus group discussions were held with 24 farmers over 20 months. Observations were made of these farmers as they participated with eight agricultural and social scientists in a range of innovative experiences to learn about chicory and plantain establishment and management. These learning experiences were designed around evidence-informed educational pedagogies. Data sets were analyzed using NVivo to determine common themes of affordances and barriers to learning and actual practice changes.
Findings: The affordances for learning and practice change include belonging to a learning community, enhancing self-efficacy, engaging with scientists, seeing relative advantage, reinforcing and validating learning, supporting system’s integration and developing an identity as learners. Barriers to learning and practice change include issues of: trialability, complexity, compatibility and risk.
Practical implications: The importance of basing new models of extension around evidence-informed pedagogies known through educational research to promote learning and practice change.
Theoretical implications: Sociocultural theory and self-efficacy theories of learning are critical to the success of effective agricultural extension programs.
Originality: To date, little empirical research about the affordances and barriers for pastoral farmers’ learning has been based on contemporary educational research.