Project Description

Transgressing to Learn

The coordinated inter-group production and marketing of organic produce in the context of growing rainfall variability, increasing temperatures and diminishing water resources, and a history of unsuccessful farming cooperatives the Mashonaland province..
Developing a farmer supported, learning oriented culture and building networks across significant distance.
Organic farmers and farmer leaders, district organic associations, T-learning facilitators, content specialists (who included academics, activists and a farmer innovator), and neighbours of organic farmers (in the case of the on-site water harvesting training in 3 districts).

Learn to Transgress

  • Network and activity system analysis
  • Change laboratories and intervention workshops
  • Inter-district cross-learning and knowledge co-production

Practice based knowledge is generated through (i) joint solution generation, (ii) look and learn visits, and (iii) follow-up on-site and hands-on training to develop farmer capacities in the context of organic farmers in East Mashonaland. (This underlines the building of vertical literacy, which connects and develops the mind, attitude and skills).

There are at least three sites of transformation to sustainability in agricultural activities, namely, (i) farming landscapes, (iii) relationships between different agricultural activity stakeholders, and (iii) within the participating individuals’ mindsets and attitudes.
Solidary-related qualities of T-learning include: (i) co-defining matters of concern to work on, and (ii) co-defining new horizons to work towards.

Interpersonal and leadership competencies for supporting solidarity development include: (i) listening, (ii) empathy, (iii) mutual sharing of knowledge and generative resources (e.g. seed), (iv) collaborative problem solving, and (vi) tangible and intangible value creation or addition.

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