Author: Yoshiko Ogawa
AIT Library Call Number: AIT Diss. no.GD-07-03
Year: 2007
Academic Program: Gender and Development Studies (GDS)
Type: Thesis (Ph.D.) – Asian Institute of Technology, 2007
Examination Committee: Kyoko Kusakabe (Chairperson); Bernadette P. Resurreccion, Gopal B. Thapa, Janice Lesly Sneath Jiggins (Examination Committee Members)
Abstract: Recognition of power differences between actors and the interconnectedness of knowledge and power in the field of rural development has brought to light that agricultural education and extension is a dynamic process of knowledge generation and dissemination. Farmers are envisaged as the main actors of the process while trainers and extension staff function as facilitators. However, how active participation of all farmers is realized, especially that of women farmers, still needs investigation. The Farmer Field School (FFS) approach aims to facilitate farmers’ learning of the agro-ecological environment and development of analytical and decision making skills so that they can make an informed decision on farm management on their own. Thus, it is expected that its education orientation has a positive effect on female farmers in terms of acquisition of learning skills and improvement in self-perception. Previous FFS studies report positive outcomes such as improved self-perception and social status of women, and knowledge gain. How such positive outcomes emerged is inadequately researched in studies both on FFS and agricultural extension and education in general. Since no social interactions take place in a socio-cultural vacuum, the processes of FFSs are expected to be influenced by social relations between actors. Social relations are a function of social structures and bridge social structures and everyday life of individuals. This study investigates two FFSs in Cambodia in order to understand how social relations, especially gender relations, affect the processes of FFSs. Bourdieu’s theory of habitus is employed to explain the relationship between social structures and individual actors’ perceptions and behaviors. Social structures shape the thoughts of individuals and limit their options of action. On their part, individuals reshape the social structures, either by reinforcing or transforming them. This study is an attempt to capture this mutually constitutive interaction between the social structures and indi
Scholarship Donor(s):
Note: A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Gender and Development Studies, School of Environment, Resources and Development
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