Abstract

This article examines whether Participatory Learning and Action Research (PLAR) is a sufficient approach for the purpose of supporting transitions to improved sustainability in agriculture. Relevant outputs and outcomes are presented from a case study of Swedish organic greenhouse tomato growers researching their own views on what the concept ‘organic’ could comprise, and the sustainability of their production. The transitions to which this process gave rise were discussed. PLAR can create a learning environment where questions leading to systemic transitions are asked and acted on at the niche level (individual actors and groups). In this case, it facilitated learning from diversity and the development of a more sustainable basis for production. PLAR supported the participants to question their own practices and to find synergies among unavoidable goal conflicts. The article concludes that higher level transitions are needed also if transitions at the niche level are to drive systemic change in production regimes (rules and societal assumptions).

Key words: Sustainable development, organic agriculture, organic tomato production, participatory learning and action research, learning, transition.