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The last decade has seen an increasing advancement and interest in the integration of agroecology and participatory action research (PAR). This article aims to: (1) analyze the key characteristics and principles of two case studies that integrated PAR and agroecology in Central America; and (2) learn from the lessons offered by these case studies, as well as others from the literature, on how to better integrate PAR and agroecology. Key principles identified for effective PAR agroecological processes include a shared interest in research by partners, a belief in collective power/action, a commitment to participation, practicing humility and establishing trust and accountability. Important lessons to consider for future work include: (1) research processes that did not start as PAR, can evolve into it; (2) farmer/stakeholder participation in setting the research agenda, from the outset, results in higher engagement and enhanced outcomes; (3) having the right partners for the desired outcomes is key; (4) intentional and explicit reflection is an essential component of PAR processes; and (5) cross-generational collaborations are crucial to long-term benefits. Key challenges that confront PAR processes include the need for time and resources over longer periods; the complexity of multi-actor process facilitation; and institutional barriers within the academy and development organizations, which prevent shifting investment towards integrated PAR agroecological processes.

Purpose-The purpose of this paper is to share the content and early results from an interdisciplinary sustainability curriculum that integrates theory and practice (praxis). The curriculum links new topical courses concerning renewable energy, food, water, engineering and social change with specialized labs that enhance technological and social-institutional sustainability literacy and build team-based project collaboration skills. Design/methodology/approach-In responses to dynamic interest emerging from university students and society, scholars from Environmental Studies, Engineering, Sociology, Education and Politics Departments united to create this curriculum. New courses and labs were designed and pre-existing courses were "radically retrofitted" and more tightly integrated through co-instruction and content. The co-authors discuss the background and collaborative processes that led to the emergence of this curriculum and describe the pedagogy and results associated with the student projects. Findings-Interdisciplinary student teams developed innovative projects with both campus and community-based partners. However, the incentives for an integrated sustainability curriculum faced persistent obstacles including the balkanization of academic knowledge, university organizational structure, and the need for additional human and financial investments. The team is currently designing the second phase of this integration and expanding a social learning network through collaborations with five universities in the Americas and Europe. Originality/value-This paper shows the development process, design and content of an interdisciplinary sustainability curriculum that integrates engineering with the social and ecological sciences while enlivening campus-community relationships through student projects. Several replicable practices include the contents and integration of topical classes, the strategies to overcome the obstacles for developing interdisciplinary student teams engaged in problem-based learning and approaches to negotiate institutional hurdles.

In the past several years, researchers, educators, policymakers, and activists have initiated sustainable agriculture programs and efforts the world over. This development has sometimes been accompanied by a sense that it is time to stop discussing sustainability at a conceptual level and get on with the work of making agriculture sustainable. Our perspective is that it is critical to pursue a comprehensive definition of sustainability in order to set sustainable agriculture priorities and ensure that sustainable agriculture takes a path that does not reproduce problems of conventional agriculture. In this paper we briefly review some popular definitions of sustainable agriculture and find that their focus is primarily on farm-level resource conservation and profitability as the main components of sustainability. Others have challenged this approach for either not examining the social aspects of sustainability or for containing an implicit assumption that working on the environmental, production, and microeconomic aspects of sustainability will automatically take care of its social aspects. We propose an expanded conceptualization of sustainability—one that focuses on the entire food and agriculture system at a global level and includes not only environmental soundness and economic viability, but social equity as well. In this perspective, issues such as poverty and hunger are as central to achieving agricultural sustainability as those of soil erosion and adequate farm returns.

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