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This article surveys the current state of agroecology in Canada, giving particular attention to agroecological practices, the related social movements, and the achievements of agroecological science. In each of these realms, we find that agroecology emerges as a response to the various social and ecological problems associated with the prevailing industrial model of agricultural production that has long been promoted in the country under settler colonialism. Although the prevalence and prominence of agroecology is growing in Canada, its presence is still small and the support for its development is limited. We provide recommendations to achieve a more meaningful integration of agroecology in Canadian food policy and practice.

This paper addresses the growing collaborations among students, faculty and community-practitioners attempting to build healthy, equitable and sustainable food systems within post-secondary institutions and the ensuing implications for food movements. Specifically, we investigate the role of Community Service-Learning (CSL) in fostering food systems change through a case study of Planning for Change: Community Development in Action, a graduate CSL course at the University of Toronto and a partnership with Meal Exchange, a national non-profit organization, to develop the Good Food Challenge on college and university campuses across Canada. Using CSL to support social movements is not uncommon; however, there has been little application of these pedagogical approaches within the field of food systems studies, especially in the area of campus food movements that engage diverse groups in mutually beneficial and transformative projects. Our description of the case study is organized into three categories that focus on key sites of theory, practice and reflection: classroom spaces, community spaces and spaces of engagement. Through reflection on these spaces, we demonstrate the potential of CSL to contribute to a more robust sustainable food movement through vibrant academic and community partnerships. Together, these spaces demonstrate how campus-based collaborations can be strategic levers in shifting towards more healthy, sustainable and equitable food systems.

This article is an analysis of professional development spending in a recently restructured urban high school. This study describes the school's restructuring effort, the ways in which professional development in the school supports the effort, and the ways in which the school reallocated