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is highly case-dependent. For engaged scholars committed to advancing education for food sovereignty, it is essential to reflect upon the lessons learned and challenges faced by these movements.

In this article, Rebecca Tarlau attempts to build a more robust theory of the relationship between education and social change by drawing on the conceptual tools offered in the critical pedagogy and social movement literatures. Tarlau argues that while critical pedagogy has been largely disconnected from its roots in political organizing, social movement literature has shifted away from a theory of educational processes within movement building. Specifically, she suggests that the currently dominant "framing perspective" in the social movement literature is incredibly limited in its ability to analyze the pedagogical aspects of organizing. Conversely, while scholars of critical pedagogy are extremely convincing when critiquing U.S. schooling, the field is weaker when theorizing about how teachers using critical pedagogy can link to larger movements for social transformation. Critical pedagogues need more organizational thinking and social movement scholars need a more pedagogical focus. Tarlau suggests three conceptual frameworks for moving forward in this direction: the notion of social movements as pedagogical spaces, the role of informal educational projects in facilitating the emergence and strength of social movements, and the role of public schools as terrains of contestation that hold the possibility of linking to larger struggles for social justice.

Studies of food systems education have largely avoided questions concerning race. In this commentary, we interrogate the racial assumptions behind certain food systems education projects. Food systems educators are often motivated by a whitened cultural desire to "bring good food to others" and see garden-based learning projects, which seek to instill healthy nutritional behaviors, as the solution to the problem of purported food deserts. We argue that food systems education is in need of a critical intervention. In this commentary, we propose critical food systems education (CFSE) as a theoretical framework, set of pedagogies, and vision for policy that moves beyond teaching students about the food system, and helps them realize their potential to structurally transform it through collective action. The CFSE perspective is theoretically grounded in food justice, food sovereignty, political agroecology, and critical

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This article explores the social(ist) pedagogies of the Brazilian Landless Workers Movement (MST), a large agrarian social movement that fights for socialism in the Brazilian countryside, meaning that workers own their own means of production and collectively produce the food and other products necessary for their communities' survival. Over the past three decades, activists in the movement have developed an alternative educational proposal for rural schooling that supports these new social relations of production. Drawing on major theories of reproduction, cultural production, and resistance in the field of education, I argue that three theorists-Paul Willis, Paulo Freire, and Antonio Gramsci-are critical in assessing the role of schools in processes of social reproduction. I examine four components of the MST's social(ist) pedagogy: the incorporation of manual labor into public schools; the promotion of collective learning; counter-cultural production; and linking schools to concrete political struggles. Drawing on Willis, Freire, and Gramsci, I argue that the MST's educational proposal is a limited but real attempt to interrupt dominant social relations of production in the Brazilian countryside, thus representing a unique example of social pedagogy in the 21 century. epaa aape Education Policy Analysis Archives Vol. 21 No. 41 SPECIAL ISSUE 2Keywords: social change; social justice; critical theory; popular education; rural youth; rural education.Las pedagogías socialistas MST: para la producción de nuevas relaciones en el campo brasileño Resumen: Este artículo analiza la pedagogía social(ista) del Movimiento de los Trabajadores Rurales Sin Tierra (MST), un movimiento social rural en Brasil, que está luchando por el socialismo en el campo, es decir, una sociedad en la que los trabajadores son los dueños de los medios de y trabajar colectivamente para producir alimentos y otros productos necesarios para su supervivencia. Durante tres décadas, los activistas del movimiento para desarrollar una alternativa educativa para las escuelas rurales que admiten estas nuevas relaciones de producción. Uso de las teorías de la reproducción, la producción cultural y la resistencia en el campo de la educación, el argumento teórico de que tres son esenciales para analizar el papel de las escuelas en los procesos de reproducción social: Paul Willis, Paulo Freire y Antonio Gramsci. Se analizan cuatro aspectos de la pedagogía social(ista) del MST: la incorporación de la escuela Aa trabajo manual; pedagogías colectivas, la producción de la contracultura, y la conexión entre la escuela y de una estrategia política. Usando Willis, Freire y Gramsci, sostengo que la propuesta MST educativo es un intento limitado pero real para perturbar las relaciones sociales de producción dominante en el campo brasileño, y por lo tanto, representa un ejemplo importante de la pedagogía social en el siglo XXI. Palabras clave: Justicia Social; teoría crítica; educación popular; juventud rural; reforma agraria. As Pedagogias Socialistas do MST...