Fielke, Simona (author), Taylor, Brucea (author), Coggan, Antheaa (author), Jakku, Emma (author), Davis, Aaron M. (author), Thorburn, Peter J. (author), Webster, Anthony J. (author), and Smart, James C.R. (author)
Format:
Journal Article
Publication Date:
2022-04-01
Published:
Netherlands: Elsevier
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 206 Document Number: D12813
12pgs, We report on qualitative social research conducted with stakeholders in a local agricultural knowledge and advice network associated with a collaborative water quality monitoring project. These farmers, advisors and researchers allude to existing social dynamics, technological developments, and (more general) social evolution which is analysed against a novel analytical framework. This framework considers notions of power, social capital, and trust as related and dynamic, forming the basis of our contribution to knowledge. We then probe the data to understand perceived impacts of the collaborative project and social interaction associated with this research project, which involved cutting edge automated and frequent water quality monitoring that allowed for near real-time access to data visualisation displayed via a bespoke mobile or web ‘app’ (1622WQ). Our findings indicate that a multi-faceted approach to assessing and intervening based on consideration of multiple social dimensions holds promise in terms of creating conditions that allow for individual and group learning to encourage changes in thinking required to result in improved land management practice.
16 pages, via online journal article, Purpose: In this paper, the knowledge dynamics of the farmer–rural extensionist’ interface were explored from extensionists’ perspective with the aim of understanding the matchmaking processes between supply and demand of extension services at the micro-level. Design/methodology/approach: Forty semi-structured interviews were conducted with extensionists whom work in the North-Eastern, Argentine provinces. Findings: Two different, general types of knowledge dynamics were identified: one moderately diffusionist, based on a hierarchical relationship and the prioritisation of experts’ knowledge, and the other constructivist, based on horizontal processes of co-construction. Interestingly, some extensionists support beliefs pertaining to both approaches. They also highlight the importance of unceremonious trainings, interpersonal trust and making recommendations that take into account farmers’ rationale. Practical implications: Results show the persistence of diffusionist rural extension and that extensionists have different, even contradictory, extension approaches, which renders inappropriate any attempt to generalise their perspectives. Theoretical implications: This study suggests that farmers’ demand is the result of a constructive, interactive process, and thus is not prior to the interaction between the demand side (farmers) and the supply side (extensionists). Consequently, the knowledge and power dynamics that take place within the farmer–extensionist interface should be considered the nucleus of demand construction and the matchmaking process. Originality/value: This paper addresses the dynamic matchmaking process between supply and demand of extension services at the micro-level, suggesting it is a constructive process and showing the core role played by power dynamics.
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 199 Document Number: D09926
Notes:
NCR-90 Collection, From Document D09924, "Department of agricultural journalism University of Wisconsin-Madison: Faculty and graduate student research, 1990". Page 5.
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.
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 18 Document Number: B02099
Notes:
Review of Extension Research 1946/47-1956, Extension Service Circular 506, U.S. Department of Agriculture, Washington, D.C., Orono, ME : University of Maine, Extension Service, 1948. 14 p.
