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Through village-level workshops and capacity building of local training teams, the project developed gender-inclusive, asset-based, critical place-based pedagogy to support women’s learning and equitable farming and planning within culturally recognized family leadership roles. 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The project sought culturally appropriate workshops to bring male and female family heads together for more equitable planning and farming practices.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What pedagogical approach did the project develop through its learning activities?",{"text":68,"@type":64},"The project developed a critical and place-based pedagogy underpinned by gender-inclusive and asset-based community development principles, built through capacity building of local training teams.",{"name":70,"@type":61,"acceptedAnswer":71},"What did the article plan to cover regarding the Family Farm Teams Program?",{"text":72,"@type":64},"It focused on the design and lessons learned from the first module implemented in the Western Highlands and East New Britain, including how it approached “bringing together learning from two worlds.”","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},592528,1792167601,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},1236954412713,"https://us-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Australian Journal of Adult Learning Volume 57, Number 2, July 2017  \nBringing together learning from two worlds: Lessons from a gender-inclusive community education approach with smallholder farmers in Papua New Guinea  \nBarbara Pamphilon Katja Mikhailovich University of Canberra  \nSmallholder farmers are the backbone of food production in Papua New Guinea (PNG). Due to an increasing need to pay for schooling and health costs, many farming families are seeking ways to move from semi-subsistence farming to activities that generate more income. The long tradition of agricultural training in PNG to support the development of farmers has focused on technology transfer and on the production of cash crops. This form of farmer education has primarily benefited men, who typically control cash crop production. It has often excluded women, whose significant engagement in it is precluded by their low literacy, low education, family responsibilities and daily work on subsistence crops. This article examines the lessons learned from a project that facilitated village-level community education workshops that sought to bring male and female heads of families together ina culturally appropriate way in order to encourage more genderequitable planning and farming practices. Through the development  \nBringing together learning from two worlds: Lessons from a gender-inclusive community education approach with smallholder farmers in Papua New Guinea 173  \nand capacity building of local training teams, the project developed a critical and place-based pedagogy underpinned by gender-inclusive and asset-based community development principles.  \nKeywords: farmer learning; non-formal education; gender equity; critical place-based pedagogy; peer education; developing countries  \nIntroduction  \nThe learning story of a Papua New Guinea (PNG) woman smallholder farmer:  \nYes, I went to primary school – it was a 45-minute walk and we had to cross a river, so when it was dangerous due to rain my mother kept me at home. Some days she asked me to stay home to help in harvesting our crops and other times she needed me togo to market with her, so I always helped. Sometimes I stayed home when the younger children were sick, too, because I could help my mother. My parents said it was better for my brothers togo to school.  \nI liked school. We had lots of children in our class andI made good friends. The teachers were very strict and we had to listen to what they told us. We were never allowed to talk and only spoke when the teacher asked us a question. There were not many books in the school, so the teacher wrote most things on the board. We worked very hard at reading and numbers. I did learn to read butI can’t read as well now as Idon’t have much practice.  \nIfinished grade 3 and I hope that my children will be able to finish all of primary school or even go to high school. That will be very important as then they can go to trainings in town and learn about things like the new crops and how to grow them. I wish I could read and write so I could go to the trainings, but they are not for people like me!  \nThis constructed story has been created from the narratives shared by women semi-subsistence farmers in a project conducted in three  \n174 Barbara Pamphilon and Katja Mikhailovich  \ndiverse areas of PNG.1 While each of the areas were agriculturally and geographically different (highlands, islands and lowlands), the women’s learning experiences were surprisingly similar. Most had limited education and low literacy and had not attended any agricultural training. However, all the women wanted to learn about improved farming and income generation for their family. The women’s own depth of tacit knowledge about indigenous farming practices was invisible to them. These were the adult learners that our project wanted to support.  \nOur participatory action research project was designed to examine, develop and facilitate learning activities that would build the business ac","cbCaiurH4ptI8wzP","https://ap.wps.com/l/cbCaiurH4ptI8wzP","pdf",275288,25,"English","# Introduction\n## Learning story of a PNG woman smallholder farmer\n## Participatory action research and project aims\n## Family Farm Teams Program and module design\n## The PNG context","[{\"question\":\"Why did the project focus on gender-inclusive education for smallholder farmers in Papua New Guinea?\",\"answer\":\"Agricultural training largely benefited men and excluded women, whose participation was limited by low literacy, low education, and heavy family and subsistence responsibilities. The project sought culturally appropriate workshops to bring male and female family heads together for more equitable planning and farming practices.\"},{\"question\":\"What pedagogical approach did the project develop through its learning activities?\",\"answer\":\"The project developed a critical and place-based pedagogy underpinned by gender-inclusive and asset-based community development principles, built through capacity building of local training teams.\"},{\"question\":\"What did the article plan to cover regarding the Family Farm Teams Program?\",\"answer\":\"It focused on the design and lessons learned from the first module implemented in the Western Highlands and East New Britain, including how it approached “bringing together learning from two worlds.”\"}]","Australian Journal of Adult Learning - Volume 57 - Number 2 - July 2017 - Bringing together learning from two worlds | PDF",1792074775,63]