Weaving knowledges: the development of empowering intercultural learning spaces for smallholder farmers in Papua New Guinea

Abstract

Since the early 1970s there has been increasing interest in effective adult education systems and practices as a core foundation for capacity building in developing countries. This paper presents the philosophy behind the concept of an ‘intercultural learning space’ and argues its relevance for such adult learners. Drawing on work in Papua New Guinea, I use a series of stories to illustrate some of the complexity of creating an empowering adult learning environment for smallholder farmers working with outside experts; a process I have named as ‘the weaving of knowledges’. This concept uses the metaphor of the traditional patterned bag made in PNG, the bilum, to represent the process by which an empowering intercultural learning environment can be developed: that is we must identify the range of people who hold different knowledges (the range of coloured yarns) and then provide an environment for the diverse participants to identify and share the knowledge they bring (recognising there is a place for each colour) in order to produce a local outcome (the bilum) that is a new creation made up of the collaborative inputs of all.

Keywords:

• farmer learning
• learning environments
• adult learning

Notes

1. The definition of a smallholder farmer differs by country, however, in the PNG areas of this study a smallholders’ garden or block (the local terms for cultivated land) typically ranges from half a hectare to five hectares.

2. The project was funded by the Australian Centre for International Agricultural Research [ASEM/2010/052] and conducted by the University of Canberra in partnership with the Pacific Adventist University, Baptist Union PNG, and the National Agricultural Research Institute of PNG. http://aciar.gov.au/project/asem/2010/052 and http://pngwomen.estem-uc.edu.au/.

3. According to the amount of time available, four or five tables can be planned. Each table has a different question. On each table there is a large piece of paper and a number of pens to enable all participants to record their ideas on the paper. Ideally all participants should have a pen each and record their ideas as they go, however in settings where there is low literacy participants often prefer to have one person act as the scribe. On the first table or rotation the group wrote down all their ideas regarding the question on that table/paper. After ten to fifteen minutes people move as a group on to their next table/paper where they add to, challenge or extend what has already been written on the sheet. After a further ten to fifteen minutes people again move and continued to add, challenge or extend comments. On the third and fourth table, people are encouraged to look for patterns, insights and emerging perspectives; that is they begin the data analysis. On the last table each group nominates a rapporteur to report back to the large group, which enables the large group to hear and discuss the cumulative findings and emerging themes.