This dissertation claims that the reciprocal exchange of voice—an element for constructing community and strengthening political recognition—may be fostered in small-scale farming communities by (1) the appropriation and transformation of information and communications technologies, (2) artistic intervention, and (3) cross-community research. This study contributes to participatory research methodologies, particularly those that seek to tackle the diverse challenges faced by small-scale farmers from a broad, complex perspective. The main issue identified in this dissertation is as follows: The hegemony of economic behaviors, which stands as a cornerstone of neoliberal capitalism, constitutes the latest stage of a historical process in which the voices of small-scale farmers seem to have been progressively and systematically silenced, their traditional practices largely invalidated, and their reciprocal forms of social, political, and economic organization marginalized. The purpose of this study was to explore whether an open-ended, sociotechnical methodology could be designed and applied in small-scale farming communities with the aim of strengthening their reciprocal practices while amplifying the voices of their members. The author's research addressed the question of how the role of information and communications technologies can contribute to the creation of enabling environments in which subsistence farmers may exercise their own values and make their voices heard. Another goal was to study whether the reciprocal exchange of voice could relate to the construction and dissemination of a knowledge commons and improve the resilience of small-scale farmers in the context of complex and pressing challenges such as anthropogenic climate change. Consequently, the ERV (Enabling Reciprocal Voice) Methodology was developed and applied in small-scale farming communities in order to respond to the questions of this study. The ERV Methodology sought to redefine the modes of usage of information and communications technologies in order to help communities establish a shared communicational praxis and strengthen their reciprocal relations. The ERV Methodology stands in contrast with the technological determinism found in the purely solutionist, short-term initiatives that are generally implemented in small-scale farming communities. Instead of offering rapid solutions to isolated problems, the ERV Methodology sought to consolidate the social networks of farmers through online and offline interaction. The case studies examined in this dissertation were carried out in two small-scale farming communities in Tanzania and Mexico. Following the ERV Methodology, mobile phones and the Internet were used by farmers in those communities as tools for the collaborative creation of a knowledge commons focused on local agriculture. It was found that the ERV Methodology, carried out as artistic intervention, may encourage technological appropriation, induce reciprocity, and amplify voice under certain sociotechnical conditions. These findings suggest that such a methodology might benefit farmers by becoming a significant aid to increase their resilience and their capacity to face complex challenges in the longer term. However, another conclusion was that the ERV Methodology should be applied carefully, with a strong awareness of the local context, and that greater efforts must be made in order to integrate other communities, such as local authorities and scientific researchers, into the reciprocal dynamics enabled by the methodology.

The United States has shifted from a once agrarian, to a predominantly urban society (Riedel, 2006). Currently, less than 2% of the U.S. population live on farms. Coupled with urbanization, this has contributed to the decline of an agriculturally literate population (EPA, 2013; Kovar & Ball, 2013). One strategy to alter the public’s perception of agriculture and increase agricultural literacy is implementing an educational environment that promotes agricultural activities via experience (Blair, 2009). Experiential learning has been championed by prominent educational theorists John Dewey and David Kolb. Experiential learning is conceptualized as a process where relevant experiences are the foundation of learning and which allow for deeper connections between the learner and the subject. This study was a mixed methods design conducted at three private schools in Northeast Mississippi during the Spring of 2015. Tenth grade biology students were taught six (6) lessons contextualized in agriculture, with one group serving as a control group (no teaching), one group receiving direct instruction, and one group being provided with relevant experiences to agricultural topics. Results showed that distribution of post-test knowledge scores changed drastically by intervention groups. There were significant differences in post-test scores based on students’ involvement with experiential learning (p < .001). Further analysis of the data displayed that 67% of the variance in scores can be attributed to method of instruction received. In addition, focus groups were conducted to assess student knowledge gain and perceptions of agricultural production. Focus group responses were analyzed and grouped into the following themes: 1. The interesting and dynamic nature of agriculture and the lessons 2. Stereotypical preconceived notions of agriculture 3. Desire to learn more about agricultural topics 4. The role of experiential learning (and lack thereof) 5. Increase in knowledge, awareness, and appreciation of agriculture Results revealed that the participants who experienced the hands-on approach to the lessons had a more lasting and richer learning experience than those who did not participate in a hands-on approach. The results also indicated not only an increase in knowledge among students, but a willingness for future agricultural education opportunities and a deeper appreciation for agriculture.

The importance of agricultural knowledge systems (AKS) especially in rural communities cannot be overemphasized. AKS are important for creation, sharing and enhancing access and usage of agricultural knowledge. They link agricultural research and farms; increase adoption of good agricultural practices; improve the performance of agricultural marketing systems; and enhance effective post-harvest management. Despite the importance of agriculture to the economy and livelihoods of majority of Tanzanians, there is a consensus from scholars that the sector has been performing poorly. This is partially due to limited access to agricultural knowledge resulting into irrational decisions on agricultural activities thus dwarfing the sector. The modified Knowledge Management Processes Model guided the study in investigating how AKS can be strengthened to enhance access and usage of agricultural knowledge among stakeholders. The study adopted a pragmatic paradigm and used mixed method research by applying a survey, key informant interviews, focus group discussions (FGDs) and document reviews. Structured questionnaires were administered to 314 farmers while key informant interviews involved 57 respondents among village executives, councillors, input-suppliers, information providers, buyers, agricultural extension officers and researchers. Moreover, three FGDs involving 24 farmers were conducted. Qualitative data were analysed through classical content and constant comparison analysis, while SPSS software was used to analyse quantitative data. Quantitative and qualitative data were mixed during analysis, interpretation and discussion of results. The study identified farmers, the private sector and the government as major actors, but not working in unison. Most actors used human based systems while few used ICT and paper based systems. Actors needed agricultural knowledge on weather, farm preparation, seeds, crop maintenance, post-harvest practices, agricultural marketing and credits. Most actors shared agricultural knowledge through face-to-face interactions and mobile phones, few through internet. It was concluded that poor linkage among actors limited accessibility of agricultural knowledge. To improve accessibility to agricultural knowledge, a model for strengthening AKS usage is proposed. It is recommended that actors should be linked together and involved in enhancing access and usage of agricultural knowledge. Moreover, the proposed model should be validated before applying it. / Information Science / D. Litt. et Phil (Information Science)

Examines the character construction of the Hesiodic ‘farmer’ in the scholarship of Works and Days. Questions Hesiod’s intimacy of agricultural knowledge: was he a practical farmer or a non-farming poet? Using my farming experience I question the adequacy of the information in Works and Days for use as a farming manual. Lines 635-640 - Hesiod’s description of the climatic conditions of Ascra in respect to farming are set against soil properties (soil biochemistry as an evaluating tool) and agricultural responses (farming methods of other cultures) shows Hesiod to have little grasp of the farming methods each situation requires. Text comparatives: Fan Shêng-Chih Shu an ancient Chinese agricultural text detailed with attention to soil fertility. Supporting ancient texts: Cato on Agriculture, Columella on Agriculture, Theophrastus on Plants, Xenophon Oeconomics and Homer’s Odyssey for references to dung and soil fertility. The vague farming information suggests a non-personalized experience - the Hesiodic ‘farmer’ is probably not a practical farmer at all.

Examines the character construction of the Hesiodic ‘farmer’ in the scholarship of Works and Days. Questions Hesiod’s intimacy of agricultural knowledge: was he a practical farmer or a non-farming poet? Using my farming experience I question the adequacy of the information in Works and Days for use as a farming manual. Lines 635-640 - Hesiod’s description of the climatic conditions of Ascra in respect to farming are set against soil properties (soil biochemistry as an evaluating tool) and agricultural responses (farming methods of other cultures) shows Hesiod to have little grasp of the farming methods each situation requires. Text comparatives: Fan Shêng-Chih Shu an ancient Chinese agricultural text detailed with attention to soil fertility. Supporting ancient texts: Cato on Agriculture, Columella on Agriculture, Theophrastus on Plants, Xenophon Oeconomics and Homer’s Odyssey for references to dung and soil fertility. The vague farming information suggests a non-personalized experience - the Hesiodic ‘farmer’ is probably not a practical farmer at all.