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Studies of education are an example of developments in feminist rural studies which move debates about gender and power beyond the now substantial discussions of farming. The work of Shortall (Sociologia ruralis 1996) has been crucial in reviewing current literatures on agriculture and education, and identifying some of the ways training perpetuates dominant processes of socialization which differentially shape men’s and women’s experiences. This paper contributes to these developments by proposing the need for a theoretically informed framework to guide feminist educational analyses. We argue that notions of gender and theoretically reflective action‐oriented methodologies need to be considered in establishing such analyses. We then discuss how concepts of seriality, discourse and agency provide broad tools which support an inquiry into the contexts, operation, participants and outcomes of agricultural training systems. These dimensions are integrated as a framework of study. We close by sketching out areas of possible further debate on the approach presented.
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