Hatching new ideas about herb pastures: Learning together in a community of New Zealand farmers and agricultural scientists

• Published in: Agricultural systems Vol. 125; pp. 63 - 73
• Main Authors: Sewell, A.M., Gray, D.I., Blair, H.T., Kemp, P.D., Kenyon, P.R., Morris, S.T., Wood, B.A.
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01-03-2014
• Subjects: Adoption; Agriculture; Community of practice; Innovation; Learning; Pastoral farmers; Learning; Innovation; Agriculture; Pastoral farmers; Community of practice; Adoption
• ISSN: 0308-521X; 1873-2267
• DOI: 10.1016/j.agsy.2013.12.002

•Sociocultural theory used to reconceptualise improved models of agricultural extension.•A model for farmer learning based on community, connection, interest and alignment.•A community of farmers and scientists engaged in dialogue supported farmers’ learning.•Farmers needed innovative research information connected to their own farming systems.•A range of tailored multi-sensorial experiences leads to engagement which leads to learning.
Historically, farmers are slow to adopt new and evidence-based pastoral farming practices. While there is a long history of research on extension and technology transfer to farmers, a fresh and innovative approach is needed to ensure that farmers learn about, adopt and adapt highly effective technologies. Little is known about how pastoral farmers learn about new evidence-based ideas – insights that need to inform the design of new models of extension. An 18-month pilot study brought together agricultural scientists and social scientists to investigate how farmers learn and effective ways to support their learning. An innovative participatory programme was designed for 18 farmers to promote improved management practices of herb-mix pastures containing chicory, plantain and red and white clover. Results showed that farmers’ learning was promoted when they: (1) participated in a learning community with agricultural scientists, (2) made connections between evidence-based ideas and their own farming systems, (3) were interested in the learning focus and became part of a shared inquiry, and (4) revisited important concepts and engaged in a range of multi-sensorial activities that were aligned to important pastoral outcomes. These findings are examined against contemporary educational theories to suggest a set of principles to develop educationally-informed and innovative approaches to farmer learning.