In response to growing trendsin the current food system toward globalintegration, economic consolidation, andenvironmental degradation, communities haveinitiated alternative, more sustainable foodand agricultural systems. Lessons may now belearned about the development and maintenanceof local, sustainable food systems projects –those that attempt to integrate theenvironmental, economic, and social health oftheir food systems in particular places. Fourkinds of space need to be created and protected– social space, political space, intellectualspace, and economic space. Three importantthemes emerge from these community spaces:public participation, new partnerships, and (...) acommitment to social, economic, andenvironmental justice principles. (shrink)

Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education.

In this paper we use a critically reflective research approach to analyze our efforts at transformative learning in food systems education in a land grant university. As a team of learners across the educational hierarchy, we apply scholarly tools to the teaching process and learning outcomes of student-centered inquiries in a food systems course. The course, an interdisciplinary, lower division undergraduate course at the University of California, Davis is part of a new undergraduate major in Sustainable Agriculture and Food Systems. (...) We provide an overview of the course’s core elements—labs, exams, assignments, and lectures—as they relate to social constructivist learning theory and student-centered inquiries. Then, through qualitative analysis of students’ reflective essays about their learning experiences in the course, we demonstrate important transformative outcomes of student-centered inquiries: (1) most students confronted the commodity fetish and tried to reconcile tensions between what the food system is and ought to be, and (2) students repositioned themselves, their thinking, and social deliberation in relation to the food system. Students’ reflections point to the power of learning that emerges through their inquiry process, including in the field, and from critical self-reflection. We also highlight the importance of reflective essays in both reinforcing experiential learning and in helping instructors to better understand students’ learning vis-à-vis our teaching. (shrink)

The hatchet and the seed -- A tree with deep roots -- The critical tools -- A field crystallizes -- Destruction of nature -- Construction of nature -- Degradation and marginalization -- Conservation and control -- Environmental conflict -- Environmental identity and social movement -- Where to now?

All farmers have their own version of what it means to be a good farmer. For many US farmers a large portion of their identity is defined by the high input, high output production systems they manage to produce food, fiber or fuel. However, the unintended consequences of highly productivist systems are often increased soil erosion and the pollution of ground and surface water. A large number of farmers have conservationist identities within their good farmer identity, however their conservation goals (...) often need to be activated to rebalance the production-conservation meanings they give to their roles in society. In this paper we analyze US Cornbelt farmer interviews and surveys to trace how the performance-based environmental management process can be used to influence the farmer social identity and shift the overall good farmer identity towards a stronger conservationist standard. We find the continuous feedback loop in performance-based environmental management mimics the hierarchically organized feedback control processes of identity verification and can be used to help farmers activate their conservationist farmer identities at the person, role, and social levels to establish new norms for the practice of more sustainable agriculture. (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)