Corollaries of pedagogic praxis on technological skills transfer for emerging farmers

Abstract

Pedagogic praxis that emerging farmers are subjected to seems to be in the form of antiquated praxis, that is, there is an absence of harmonizing real-world training, and conventional learning paradigms. This intellectual piece sees this as a challenge for emerging farmers as they become fairly submissive, and pedagogic praxis they are exposed to act as an antidote of critical thinking. Pedagogic resources are mean to respond to their immediate live world practicum or emerging farmer or their status quo. By and large agricultural education curricula are impassive and/or inapt to the socio-economic, geo-spatial, and technological context of emerging farmers. This article uses bricolage as a theoretical framework, because this theory sensitise us about knowledge production and approaches in research, in addition with context(s) as a procedure for multidisciplinary approaches in research (Kincheloe, 2001: 690). This study also adopted a Participatory Action Research (PAR) as an approach, because the approach in its nature is anthropological, caring, supportive and diffuses discursive praxis in any form or shape. Thus meaning power relations between trainers and emerging farmers during teaching has to be reviewed for effective learning. This study used a Critical Discourse Analysis (CDA) as an analytic approach, looking at the textual, semantics, discursive and social functions. Findings of this study shows that lack of teamwork between emerging farmers, educators and agricultural advisors might be what is causing learning difficulties and inabilities amongst emerging farmers.

Keywords: Pedagogic praxis, technological skills transfer, emerging farmers, learning