ABSTRACT

This paper analyses how smallholder farmers are learning for socio-ecological stewardship in a specific case study context in Eastern Uganda. The case under analysis is a watershed management project that uses an integrated farm planning (PIP) approach to strengthen farmers’ stewardship capacities within the Manafwa watershed through interactive and dialogic ways of engaging and teaching farmers. Utilizing a transformative learning ecology (TLE) perspective, this study investigated features of the PIP approach that support transformative learning for socio-ecological stewardship in a rural context. Data was collected by interviewing eighteen farmers from different villages and PIP generations and all three PIP trainers of the project, and by observing training sessions as well as sensitisation workshops. As a main result, the study yielded new insights that can help enhance PIP-like learning configurations consisting of interconnected learning tenets, dimensions and processes. This enhanced learning configurating comprises an organic learning system that facilitates farmers to change their mindsets and redefine their values, perspectives, routines, and practices towards those that encourage socio-ecological stewardship. The TLE fostered by the PIP approach represents a useful heuristic that can guide and inspire both scholars and educators engaged in processes of cultivating socio-ecological stewardship in similar contexts.

摘要

本文分析了乌干达东部特定案例研究背景下的小农如何学习社会生态管理。正在分析的案例是一个流域管理项目，该项目使用综合农场规划 (PIP) 方法，通过互动和对话的方式让农民参与和教学，以加强农民在 Manafwa 流域内的管理能力。利用变革性学习生态学 (TLE) 的视角，本研究调查了 PIP 方法的特征，这些特征支持农村环境中社会生态管理的变革性学习。通过采访来自不​​同村庄和 PIP 世代的 18 名农民以及该项目的所有三名 PIP 培训师，并通过观察培训课程和宣传研讨会来收集数据。作为主要结果，该研究产生了新的见解，可以帮助增强由相互关联的学习原则、维度和过程组成的类似 PIP 的学习配置。这种增强的学习配置包括一个有机学习系统，该系统有助于农民改变他们的思维方式并重新定义他们的价值观、观点、惯例和实践，以鼓励社会生态管理。PIP 方法培养的 TLE 代表了一种有用的启发式方法，可以指导和启发从事类似环境中培养社会生态管理的过程的学者和教育工作者。这种增强的学习配置包括一个有机学习系统，该系统有助于农民改变他们的思维方式并重新定义他们的价值观、观点、惯例和实践，以鼓励社会生态管理。PIP 方法培养的 TLE 代表了一种有用的启发式方法，可以指导和启发从事类似环境中培养社会生态管理的过程的学者和教育工作者。这种增强的学习配置包括一个有机学习系统，该系统有助于农民改变他们的思维方式并重新定义他们的价值观、观点、惯例和实践，以鼓励社会生态管理。PIP 方法培养的 TLE 代表了一种有用的启发式方法，可以指导和启发从事类似环境中培养社会生态管理的过程的学者和教育工作者。