This article analyzes learning in context through the prism of a sustainable dairy-farming project. The research was performed within a nutrient management project that involved the participation of farmers and scientists. Differences between heterogeneous forms of farmers’ knowledge and scientific knowledge were discursively constructed during conflict and subsequent alignment over the validity and relevance of knowledge. Both conflict and alignment appeared to be essential for learning in context. Conflict spurred learning when disagreeing groups of actors developed their knowledge in order (...) to strengthen their arguments. Conflict caused self-referentiality when the actors no longer listened to each other. This inhibited self-reflection, thus blocking ongoing learning. Nevertheless, after a period of alignment, scientific models and knowledge of farmers were reevaluated and recontextualized. Through determining how to use scientific models and farmers’ knowledge for further learning, aimed at a shared goal, the participating actors also learned how to learn. (shrink)

BIOS and BIFS are two California-based, small-scale alternative agricultural demonstration programs that define an applied Agriculture Partnership Model of extension. This model operates through a structure of local project leadership, a process of responsive farmer outreach and a primary goal of voluntary pesticide reduction. It reaches back to a Land Grant approach to extension of personal relationship, equal partnership, and collaborative learning. Overall findings from a systematic assessment of BIOS and BIFS imply that the operation and impacts of these two (...) Agriculture Partnership Projects owe more to the model, approach, and values of the projects than to any specific farming or extension techniques. A model of local partnership and responsive, learner-centered outreach, operational values such as flexibility and relationship, and a balanced systems approach to farm management and project operation combine to create a promising organizational response to the rapidly changing regulatory, environmental, and political circumstances confronting conventional farmers in California. Though some farm advisors and field research specialists within the University of California Cooperative Extension have successfully used the projects to leverage decreasing Extension resources, increase their one-on-one contact with farmers, and learn new outreach and agricultural skills, others within that system are highly critical of the two projects. Organizational tension between Cooperative Extension and the quasi-university Partnership Projects largely reflects differences in fundamental beliefs and values about legitimate knowledge, learning processes, and effective teaching as well as primary goals for agricultural outreach. (shrink)

This study of arable agriculture in East Anglia, UK, draws on the experiences of farmer participatory research and the use of indigenous knowledge in agricultural development in less developed countries. Farmers were found to be continually doing research, although agricultural science has tended to play it down. Farmers' research was found to be closely linked to the specific locality and the strategies, aspirations, and experiences of farmers. The diversity of agriculture within East Anglia makes local research necessary and the idea (...) of blueprints for agricultural production untenable. The process of generating information can come from learning while working, which may appear to be experiential rather than experimental. Other ideas are generated by observing chance occurrences and some farmers were found to be doing more structured experiments similar to agricultural science. Criticisms of farmers' own research are reviewed. However, this paper proposes that such research should not be compared to scientific method, since agricultural science has the primary objective of generating information while farmers' research is embedded in the local context and is part of the farming practice. It is therefore necessary to have complementary roles for farmers' own research and formal research rather than an attempt to combine or translate indigenous knowledge and farmers' experimentation in agricultural science. (shrink)

By convening a multidisciplinary team(the Monitoring Team) that included farmers,university and agency researchers, andnon-profit staff; a small group of farmers insoutheast Minnesota, U.S.A., bolstered thelegitimacy of the sustainable agriculturemovement. Through the experience of forming ateam and working with individuals who operatedwithin the mainstream knowledge paradigm,farmers gained validation of their knowledgeabout farming, while researchers came to valuealternative knowledge systems. In the contextof a socially embedded movement, farmers wereempowered by sharing their knowledge withresearchers, and ultimately contributed to thesustainable agriculture movement by challengingtraditional (...) patterns of knowledge exchange. (shrink)

Knowledge increasingly has become a vital resource. Within our communities, institutions, and organizations, practical insights are needed for optimizing its use. Knowledge management needs to become an object of study. This article deals with two issues. First, using both knowledge systems concepts and tools, and insights gained from comparative research, it explores the vital qualities of agricultural knowledge systems. These qualities, like the multiplicity and relative autonomy of the actors, the level of integration reached through linkage mechanisms, and the coordination (...) needed to overcome default situations, might provide leverage points for effective knowledge management. Second, it probes into a more specific definition of the tasks and areas of attention of the knowledge manager. Knowledge management can focus on various levels of a system (e.g., the individual, organizational, or system level) and can make use of a variety of instruments and skills. (shrink)