Agri-food systems are driven by competing paradigms. Industrial farming paradigms seek to maximize profits by maximizing yields. The peasant paradigm is defined by desires for autonomy and sustainability and is represented through agro-ecological farming. This narrative inquiry based study explores the learning processes of back-to-the-landers in Manitoba to understand significant learning experiences, learning outcomes and motivations for moving “back to the land”, as well as how learning is shared as a form of social action. Transformative learning theory was used to understand whether these individuals experienced transformative learning, leading them to farm. The study concluded that research participants did not experience transformative learning if defined as fundamental perspective transformation. However, all participants experienced aspects of transformative learning through a series of “disorienting dilemmas” that motivated behavioral changes. These dilemmas restored values instilled in them as children, and spurred their desires to move back to the land. / October 2015
| Identifer | oai:union.ndltd.org:MANITOBA/oai:mspace.lib.umanitoba.ca:1993/30675 |
| Date | 25 August 2015 |
| Creators | Leonard, Daniel |
| Contributors | Sinclair, John (Natural Resources Management), Mignone, Javier (Family Social Sciences) Davidson-Hunt, Iain (Natural Resources Management) Lobe, Kenton (Canadian Mennonite University) |
| Source Sets | University of Manitoba Canada |
| Detected Language | English |
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