Assessing the pedagogical relevance and transformative potential of peasant agroecological farm schools as a potential signature pedagogy: a case study of Le Mouvement d’Action Paysanne (Belgium)

De Graeuwe D'Aoust, Mireille; Brostaux, Yves; Maréchal, Kevin

doi:10.3389/fsufs.2026.1808583

Article (Scientific journals)

Assessing the pedagogical relevance and transformative potential of peasant agroecological farm schools as a potential signature pedagogy: a case study of Le Mouvement d’Action Paysanne (Belgium)

De Graeuwe D'Aoust, Mireille; Brostaux, Yves; Maréchal, Kevin

2026 • In Frontiers in Sustainable Food Systems, 10

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https://hdl.handle.net/2268/348734

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10.3389/fsufs.2026.1808583

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Keywords :

agroecology; change agents; experiential learning; peasant farm schools; transformative education; Global and Planetary Change; Food Science; Ecology; Agronomy and Crop Science; Management, Monitoring, Policy and Law; Horticulture

Abstract :

[en] Introduction – This study examines the pedagogical relevance and transformative potential of peasant agroecological farm schools as a signature pedagogy, through a case study of the Independent Peasant School (École Paysanne Indépendante, EPI) network coordinated by Le Mouvement d’Action Paysanne (Le MAP) in Wallonia, Belgium. As a farmer-led and community-based initiative, the EPI network delivers long-term, immersive training grounded in experiential learning and peasant agroecological knowledge. Methods – A mixed-methods approach combined direct field observations in three active farm schools with an online survey of 67 former learners to assess pedagogical relevance, experiential engagement, professional integration outcomes, and change agency. Results – Results indicate high levels of learner satisfaction and strong experiential immersion, reflected in elevated engagement scores and positive evaluations of training quality. Beyond technical skill acquisition, farm schools foster personal transformation, reflexivity, and durable dispositions aligned with agroecological values. Approximately one-third of former learners established agroecological farming activities, while many others integrated agroecological principles into professional trajectories, community engagement, and everyday practices. The analysis further reveals coherent, multi-dimensional forms of change agency spanning daily life, professional activity, personal networks, and civic or political engagement. Discussion – At the same time, the study identifies key challenges, including insufficient theoretical structuring, tensions at the boundary between learning and labor, and persistent structural barriers such as limited access to land and capital. Overall, the findings position Le MAP farm schools as a distinctive European model of transformative agroecology education, demonstrating how farmer-led, immersive learning environments can support professional integration and contribute to broader food system transitions.

Disciplines :

Agriculture & agronomy
Education & instruction

Author, co-author :

De Graeuwe D'Aoust, Mireille ; Université de Liège - ULiège > TERRA Research Centre > Modélisation et développement

Brostaux, Yves ; Université de Liège - ULiège > Département GxABT > Modélisation et développement

Maréchal, Kevin ; Université de Liège - ULiège > Département GxABT > Modélisation et développement

Language :

English

Title :

Assessing the pedagogical relevance and transformative potential of peasant agroecological farm schools as a potential signature pedagogy: a case study of Le Mouvement d’Action Paysanne (Belgium)

Publication date :

16 July 2026

Journal title :

Frontiers in Sustainable Food Systems

eISSN :

2571-581X

Publisher :

Frontiers Media SA

Volume :

Peer reviewed :

Peer Reviewed verified by ORBi

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https://www.frontiersin.org/articles/10.3389/fsufs.2026.1808583/full

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since 15 September 2026

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