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Smallholder families in Papua New Guinea (PNG) feed the nation and produce income-generating cash crops such as coffee and cocoa. However, agricultural extension has not yet effectively reached many farming families in the country, and many families still work with semi-subsistence practices. As a result, the majority of farming families have insecure livelihoods, with many living below the poverty line. This chapter explores a collaborative research for development project that sought to address this issue.

Using data from two highlands sites in the Western Highlands and Jiwaka provinces, we outline the empowerment processes we developed in both our research and our learning activities. We illustrate how the experiential learning processes enabled women, especially those with low education, to confidently engage in this form of agricultural extension. Our work surfaced the knowledge of both women and men and supported families to determine how to work together in effective and equitable planned farming.

Progressing gender equality objectives in development and research for development activities can be an uneven process, and this is certainly the case in the South Pacific. In this chapter, we deconstruct the six case studies featured in this book to discuss the common stumbling points, obstructions and pathways to gender equality and equity observed across the case study projects, but additionally through our collective experiences of living and/or working extensively in the South Pacific. This chapter serves to synthesise these findings. The authors propose that situating gender equality into a broader framing of social equality, by drawing on the concept of intersectionality, provides a necessary context for the design and implementation of development projects – particularly where project participants are from communities with strong customary orientation. We additionally outline the fluid nature of changing gender roles and stereotypes as project teams and project participants simultaneously negotiate the tension created by modernity and tradition.

The Papua New Guinea (PNG) LNG project had a direct impact on many rural villagers in the project area. A Livelihood Restoration (LR) program, and later a Community Livelihood Improvement Program (CLIP), was established to assist displaced villagers with food supply and entry into the cash economy. Here we use a case study of the food processing component to focus on gender and social issues addressed through the action research process.

Over the period from 2015 to 2017, over 9000 women and men had received some training during the CLIP program, of whom 77 per cent were women. In the food processing component, women and men were trained to produce a variety of dishes. Training was also conducted in preparation of tasty and nutritious meals for the households, basic human nutrition and hygiene.

Using the action research process, we modified the program as the situation changed and as we learnt from the successes and failures in the program. Overall, the LR and CLIP programs were very successful. Several positive social outcomes occurred, including improved financial independence of many women, raised status of women in their community and a reduction in domestic violence.

Contributions to the program’s success include a gender-balanced team of agricultural, food processing and community engagement specialists; the team learnt from mistakes and modified the program using the action research process; the program was well funded by the PNG LNG Project; and success in the early stages of the program led to ongoing funding once the construction phase ended.

Narrative inquiry and life history are privileged methods for studying people's lives, experiences, and identity construction. In this article, I argue that critical life history inquiry is especially suitable for studies of those, who have actively involved in progressive social and cultural movements and have developed an identity as activist educators.