乌干达咖啡农的角色认同对其体验式学习的影响

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Robert Ochago, Domenico Dentoni, Maral Mahdad
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引用次数: 0

摘要

背景:尽管有关教育和学习科学的文献确定了学生身份如何影响他们的体验式学习过程,但在农业背景下,这种联系并不那么清晰,因为农民面临着独特的价值链挑战,即从生产到营销。目的:本研究有助于探讨农民的角色认同如何支持或阻碍农民的体验式学习过程。研究方法:首先,对与乌干达咖啡种植农进行的 91 次访谈进行定性分析,以了解种植农角色认同的性质和相关性。其次,利用基于偏最小二乘法回归的路径分析,评估了 214 位咖啡种植者的生产角色认同对其经验学习的调节作用。研究结果研究结果表明,农民对咖啡种植者身份的认同决定了他们从价值链挑战中学习的内容、方式和时间。农民的角色认同尤其有助于他们对过去的挑战进行反思,从而增加解决挑战的知识,并有助于他们通过实验来解决挑战。影响:本研究将角色认同理论融入到农村咖啡价值链学习过程的研究中。此外,研究结果表明,农业推广人员应了解农民的身份及其对学习的影响,从而选择培训项目的目标和发展方向。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Effect of Ugandan Coffee Farmers’ Role Identity on Their Experiential Learning
Background: Although the literature on education and learning sciences determined how student identities influence their experiential learning process, this link is less clear in the agricultural context, where farmers have faced unique value chain challenges i.e., production to marketing. Purpose: This study contributes to examining how farmers’ role identities support or hamper farmers’ experiential learning processes. Methodology: First, a qualitative analysis of 91 interviews with coffee farmers in Uganda was carried out to understand the nature and relevance of farmers’ role identities. Second, using partial least squares regression-based path analysis, the moderating effect of 214 coffee farmers’ production role identity on their experiential learning was assessed. Findings: Findings reveal that farmers’ identification as coffee farmers shape what, how, and when they learn from their value chain challenges. Farmers’ role identity, in particular, supports their reflection on past challenges to increase their challenge-solving knowledge, as well as experimentation to solve their challenges. Implications: This study integrates role identity theories in the study of learning processes in rural coffee value chains. Moreover, the findings suggest that agricultural extension workers should understand farmers’ identities and their influence on their learning to select the targets and developments of their training programs.
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来源期刊
Journal of Experiential Education
Journal of Experiential Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.20
自引率
20.00%
发文量
26
期刊介绍: The Journal of Experiential Education (JEE) is an international, peer-reviewed journal publishing refereed articles on experiential education in diverse contexts. The JEE provides a forum for the empirical and theoretical study of issues concerning experiential learning, program management and policies, educational, developmental, and health outcomes, teaching and facilitation, and research methodology. The JEE is a publication of the Association for Experiential Education. The Journal welcomes submissions from established and emerging scholars writing about experiential education in the context of outdoor adventure programming, service learning, environmental education, classroom instruction, mental and behavioral health, organizational settings, the creative arts, international travel, community programs, or others.
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