Abstract
The last 25 years has seen a paradigm shift in the understanding of the nature of knowledge and how it is exchanged in the agricultural context. A changing backdrop, with the move towards multi-functional land management, persistent environmental problems and the search for sustainable agricultural approaches, has brought new challenges. At the same time the research agenda on knowledge has changed as an era of positivism, during which science and scientific experts were given unrivalled authority, was challenged by social studies of science that began to question the superiority of scientific knowledge, and value alternative forms of knowledge such as those held by farmers. Theory and practice of knowledge exchange in agriculture has evolved in line with this, shifting from a linear model of knowledge transfer to a perspective that integrates knowledge from multiple actors through facilitation and participation and emphasises learning in a social context.
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