The author, a feminist writer and professor, shares insights and strategies on teaching.

Despite much popular interest in food issues, there remains a lack of social justice in the American agrifood system, as evidenced by prevalent hunger and obesity in low-income populations and exploitation of farmworkers. While many consumers and alternative agrifood organizations express interest in and support social justice goals, the incorporation of these goals into on-the-ground alternatives is often tenuous. Academics have an important role in calling out social justice issues and developing the critical thinking skills that can redress inequality in (...) the agrifood system. Academics can challenge ideological categories of inquiry and problem definition, include justice factors in defining research problems, and develop participatory, problem-solving research within social justice movements. In addition, scholars can educate students about the power of epistemologies, discourse, and ideology, thereby expanding the limits and boundaries of what is possible in transforming the agrifood system. In these ways, the academy can be a key player in the creation of a diverse agrifood movement that embraces the discourse of social justice. (shrink)

Historically, land grant universities and their colleges of agriculture have been discipline driven in both their curricula and research agendas. Critics call for interdisciplinary approaches to undergraduate curriculum. Concomitantly, sustainable agriculture (SA) education is beginning to emerge as a way to address many complex social and environmental problems. University of California at Davis faculty, staff, and students are developing an undergraduate SA major. To inform this process, a web-based Delphi survey of academics working in fields related to SA was conducted. (...) Faculty from colleges and universities across the US were surveyed. Participants suggested that students needed knowledge of natural and social science disciplines relating to the agri-food system. In addition, stakeholders suggested students learn through experiences that link the classroom to field work, engaging a broad range of actors within applied settings. Stakeholders also emphasized the need for interdisciplinary and applied scholarship. Additionally, they proposed a range of teaching and learning approaches, including many practical experiences. Given the diverse suggestions of content knowledge and means of producing knowledge, the survey presented unique challenges and called into question the epistemological and pedagogical norms currently found in land grant colleges of agriculture. This study has implications for land grant universities seeking to develop undergraduate curriculum appropriate to the field of SA. (shrink)