This thesis researched the Southland Women in Agriculture (WAg) network and the learning opportunities it provided to the rural women of Southland from its beginnings in 1983 until 1994.
Specifically, this thesis aimed:
i) to document a particular learning experience;
ii) to contribute to the visibility of rural women;
iii) to identify effective community education principles and practices, especially as they pertain to rural women; and
iv) to contribute documented information to the field of adult and community education in Aotearoa - New Zealand.
The survey methodology was chosen for this research, with a mix of both qualitative and quantitative approaches. The fieldwork comprised: a postal questionnaire completed by members of the Southland WAg network; a questionnaire completed by women who attended WAg field days; focus group interviews with women who belonged to the Southland WAg network; and interviews with women who had been involved with the national beginnings of WAg.
The results yielded a unique view of rural women's networking and learning, and of the particular experiences and perceptions of the women involved with the Southland WAg network. It identified that the key elements of Southland WAg were those of 'education' and 'network'. It also provided an analysis of the roles and perceptions of farm women in New Zealand, and of changes to these.
The research also identified key principles of effective community education, namely that learning opportunities should be both appropriate and accessible. Subsidiary principles identified were: that appropriate learning is derived from the reality of the learner; that 'appeal' and 'accessibility' factors are fundamental elements of effective community education provision; and that involving representatives of the participant group in the design and planning of community education activities is an effective way to ensure the above.
