Agroecology and Participatory Knowledge Production and Exchange as a Basis for Food System Change: The Case of the Community Agroecology Network

Gliessman, Stephen R.; Putnam, Heather; Cohen, Roseann

doi:10.1142/9781786343062_0008

Cited by 5 publications

(4 citation statements)

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“…The transition pathway to sustainable food systems is not a linear process. Changes can start at or overlap at different levels (Gliessman, Putnam, & Cohen, 2017;IPES-Food, 2018).…”

Section: Potential Of the Vegetable Food System Types In View Of Sustmentioning

confidence: 99%

Sustainability transition pathways through ecological intensification: an assessment of vegetable food systems in Chile

Gaitán‐Cremaschi

Klerkx

Duncan

et al. 2020

International Journal of Agricultural Sustainability

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Ecological intensification has been proposed as a promising lever for a transition towards more sustainable food systems. Various food systems exist that are based on ecological intensification and may have potential for a sustainability transition. Little is known, however, about their diversity and about how they perform against dominant systems in terms of the multiple societal goals. The aim of this study is to contribute to knowledge about sustainability transitions in food systems through an empirical analysis of vegetable food systems in Chile. The study (i) characterizes the diversity of vegetable food systems in Chile (ii) evaluates the food systems in terms of multiple societal goals, and (iii) assesses their potential for supporting sustainability transition pathways from the perspective of ecological intensification. Results indicate that among the five vegetable food system types, the agroecological and the small organic have potential to foster a sustainability transition. Nevertheless, these systems are small and localized, and scaling them requires actions to remove barriers in the relations with the agri-food regime and among themselves. The broader relevance of this analysis is that there needs to be awareness in research on transitions about the diversity of food systems present in countries and how they interact.

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“…The transition pathway to sustainable food systems is not a linear process. Changes can start at or overlap at different levels (Gliessman, Putnam, & Cohen, 2017;IPES-Food, 2018).…”

Section: Potential Of the Vegetable Food System Types In View Of Sustmentioning

confidence: 99%

Sustainability transition pathways through ecological intensification: an assessment of vegetable food systems in Chile

Gaitán‐Cremaschi

Klerkx

Duncan

et al. 2020

International Journal of Agricultural Sustainability

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“…PAR with farmers has been used to advance agroecology as a participatory, transdisciplinary, and action-oriented approach (Méndez et al, 2013). It is used to further the growth of alternative agri-food movements across the United States (Fernandez et al, 2013), as well as in Europe (Cuéllar-Padilla & Calle-Collado, 2011;Guzmán et al, 2013), Latin America (S. R. Gliessman et al, 2017;Méndez et al, 2013), Africa (Bezner Kerr et al, 2019;Mapfumo et al, 2013), and elsewhere.…”

Section: Theoretical and Methodological Framing: Event Ethnography And Par With Farmersmentioning

confidence: 99%

Harvesting a participatory movement': Initial participatory action research with the Jewish Farmer Network

Rice

Goldberg

2021

J. Agric. Food Syst. Community Dev.

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The Jewish Farmer Network (JFN) is a North American grassroots organization that mobilizes Jewish agricultural wisdom to build a more just and regenerative food system for all. This paper presents methodological findings and reflections from the initial stages of a participatory action research (PAR) collaboration led by the authors and JFN organizers centered on Cultivating Culture, JFN’s inaugural conference in February 2020. For this early iterative phase, we used a PAR approach to guide event ethnography to both facilitate and understand collective movement building and action. This work included pre-conference collaborative research design, a participatory reflection and action workshop with roughly 90 participants, evaluative surveys, short ethnographic interviews, and ongoing post-conference analysis with researchers and movement organizers. While this data was first analyzed and organized for JFN’s use, we present findings to demonstrate the effectiveness of foregrounding event ethnography within a PAR research design at an early stage of movement formation, especially how elements of event ethnography can address some of the limitations of using PAR with a nascent network of farmers. Our work revealed themes in the movement of Jewish farming: the politics of identity in movement building, the tensions around (de)politicization, and the production of Jewish agroecological knowledge. We reflect on the utility of using PAR to frame scholar-activism and propose future inquires for Jewish agrarianism.

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“…• Aarhus University (Denmark): Agroecology Bachelor, Master, and PhD programs, https://agro.au.dk/en/education/bachelor-and-master-degree-programmes/ United States (Gliessman et al, 2017), and Latin America (Rosset et al, 2020). These include university-level degrees (undergraduate, graduate, and post-graduate), capacitybuilding curricula (schools, international and local NGOs, and governments), and community-driven workshops (often informal knowledge exchanges).…”

Section: Europementioning

confidence: 99%

Learning Agroecology Online During COVID-19

Félix

Sanfiorenzo

2022

Front. Sustain. Food Syst.

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Since March 2020, the COVID-19 pandemic propelled the “stay-at-home” policy worldwide under public health uncertainty, resulting in increased individualization, as well as an increased reliance or dependency on digital communication technology. Based on a review of existing literature alongside a reflection on personal fieldwork experiences, we aim to: (1) describe major elements of agroecological pedagogy, (2) explore adaptation pathways to combine digitalization and participatory action-learning, and (3) briefly discuss opportunities and challenges for agroecologists beyond COVID-19. Agroecological pedagogy is deeply embedded in the praxis, the scientific knowledge and ways of knowing (academic or not), and in the politics and agency of food movements. In line with Freire's liberation pedagogy, seeing what already exists (e.g., in: ecosystems, home-gardens, fields, farms, and watersheds) through participation and volunteering. Alongside a critical analysis to explain and explore certain phenomena, causes and consequences will likely result in the act leading to the implementation of transformative practices and novel designs that improve the state of any situation being addressed. Participatory action research/learning methods are strategic in agroecological pedagogy. Overall, the lockdown period led to increased societal digitalization of human interactions. During lockdown, however, the implementation of strategies for remote agroecology participatory action-learning were hampered, but not vanquished. Key changes to agroecology education projects “before” and “during” lockdown include an increased reliance on digital and remote strategies. Creative adaptations in the virtual classrooms were designed to nurture, deepen, and foster alternatives in favor of diverse knowledges and ways of knowing for food system transformations.

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Agroecology and Participatory Knowledge Production and Exchange as a Basis for Food System Change: The Case of the Community Agroecology Network

Cited by 5 publications

References 0 publications

Sustainability transition pathways through ecological intensification: an assessment of vegetable food systems in Chile

Sustainability transition pathways through ecological intensification: an assessment of vegetable food systems in Chile

Harvesting a participatory movement': Initial participatory action research with the Jewish Farmer Network

Learning Agroecology Online During COVID-19

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