Critical food systems education, neoliberalism, and the alternative campus tour

Classens, Michael; Hardman, Emma; Henderson, Nicole; Sytsma, Emily; Vsetula-Sheffield, Anterra

doi:10.1080/21683565.2020.1829776

Cited by 5 publications

(13 citation statements)

References 46 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…They propose integrating innovative pedagogies from SFSE with critical insights and pedagogies rooted in grassroots movements and popular education. Despite the potential of this integrated approach to food systems education, the CFSE framework remains underutilized within scholarship proposing and analyzing food systems pedagogy in the U.S. (Classens et al, 2021 are a notable exception). More frequent use of signature pedagogy and competency frameworks within this body of work is further indication of an educational approach oriented toward professionalization rather than transformation.…”

Section: Overview Of Agroecology and Sustainable Food Systems Educationmentioning

confidence: 99%

“…This suggests the need for further research on pedagogical innovations and their efficacy in U.S. institutions of higher education. Classens et al (2021) note that scholarship has largely overlooked how the pedagogical approaches and efficacy of SFSE are mediated by the institutional conditions within which teaching and learning occur. Specifically, Classens et al (2021) review how the neoliberalization of higher education has contributed to a focus on "education as a tool for the reproduction of a globally competitive workforce."…”

Section: Overview Of Agroecology and Sustainable Food Systems Educationmentioning

confidence: 99%

“…Classens et al (2021) note that scholarship has largely overlooked how the pedagogical approaches and efficacy of SFSE are mediated by the institutional conditions within which teaching and learning occur. Specifically, Classens et al (2021) review how the neoliberalization of higher education has contributed to a focus on "education as a tool for the reproduction of a globally competitive workforce." The authors argue that CFSE must attend to the diverse institutional conditions of colleges and universities in order to contribute to agrifood systems transformation.…”

Section: Overview Of Agroecology and Sustainable Food Systems Educationmentioning

confidence: 99%

“…Based on our review, it is evident that there are many shared goals and pedagogical approaches across SFSE and agroecology education. With some notable exceptions (e.g, Galt et al, 2013b;Code, 2017;Classens et al, 2021), much of the scholarship exploring food systems and agroecology education emphasizes education as a tool for professionalization. This common goal translates into common pedagogical practices.…”

Section: Overview Of Agroecology and Sustainable Food Systems Educationmentioning

confidence: 99%

See 3 more Smart Citations

Cultivating Pedagogy for Transformative Learning: A Decade of Undergraduate Agroecology Education

Horner

Morse

Carpenter

et al. 2021

Front. Sustain. Food Syst.

View full text Add to dashboard Cite

Existing scholarship on agroecology and food systems education within U.S. colleges and universities has focused primarily on preparing students to be professionals working in agrifood systems. Developing students' skills and competencies, though vitally important, may not suffice for supporting transformative learning. Transformative learning shifts students' perceptions and awareness and informs future actions, constituting a potential avenue for leveraging education to support transformations toward more socially just and ecologically viable agrifood systems. It is unclear, however, what pedagogies and educational practices enable transformative learning. This paper explores the integration of multiple pedagogical innovations within an advanced agroecology course taught at the University of Vermont. Over a decade, the teaching team has made iterative adjustments to course content and pedagogies with the goal of catalyzing action toward transforming agrifood systems. In this paper, we evaluate our pedagogical approach, asking: (1) How well do course content and pedagogy align with our definition of transformative agroecology as transdisciplinary, participatory, action-oriented, and political? (2) How well does our approach enable transformative agroecological learning, and how is that identified? We present our course evaluation as a case study comprising qualitative analyses of course syllabi, student comments on University-administered course evaluations, and most significant change (MSC) reflections. MSC reflections proved to be a valuable method for identifying and assessing transformative learning. Through a curricular review, we found that substantial changes to course content and evaluative assignments between 2010 and 2020 align with a transformative approach to agroecology. This is validated in students' MSC reflections, which provide evidence of transformative learning. In sharing evaluative results, processes, and insights, we aim to contribute to a broader movement of scholar educators committed to iteratively and collaboratively developing transformative pedagogies within agroecology and sustainable food system education. We contend that reflexive practice among educators is necessary to leverage education for transforming agrifood systems.

show abstract

Section: Overview Of Agroecology and Sustainable Food Systems Educationmentioning

confidence: 99%

Section: Overview Of Agroecology and Sustainable Food Systems Educationmentioning

confidence: 99%

Section: Overview Of Agroecology and Sustainable Food Systems Educationmentioning

confidence: 99%

Section: Overview Of Agroecology and Sustainable Food Systems Educationmentioning

confidence: 99%

See 2 more Smart Citations

Cultivating Pedagogy for Transformative Learning: A Decade of Undergraduate Agroecology Education

Horner

Morse

Carpenter

et al. 2021

Front. Sustain. Food Syst.

View full text Add to dashboard Cite

show abstract

“…Second, most programs run are contemporary, not relevant. Third, facilities or edifices are not student-friendly (Classens et al, 2021) in some of the universities. Structures are put up without bearing in mind the students' coziness (Shaikh, 2020).…”

Section: Introductionmentioning

confidence: 99%

The “Custrac Model”: Its Generic Practicality with a Twist in the Ghanaian Education

Affran¹,

Gyamfi²,

Odonkor³

2021

IJMS

View full text Add to dashboard Cite

The purpose of the study is to promulgate the “custrac model” that proposes how the Ghanaian university management through its relationship officers can attract fully qualified and competent students globally. Following a survey technique, data were collected from 500 respondents from the top five Universities in Ghana. Analysis was done using SmartPLS 3 to perform partial least square regression analysis on the structural equation model. Findings revealed that customer attraction is constructed on loyalty and further enhanced by satisfaction. The study focused on few respondents from only five public universities in Ghana, thus, inhibiting the generalization of the findings. Practically, the “custrac model” suggests that the university management should align their strategic relationship marketing stratagems in developing competitive and market-driven programs having in place a strong quality assurance directorate to attain customer attraction. The proposed “Custrac model” in this study shoots up our intellectual understanding of strategic relationship marketing.

show abstract

Agroecology: A Promising Path Towards the Sustainable Transition of Food Systems

Martins,

Pereira,

Coelho

et al. 2024

RGSA

View full text Add to dashboard Cite

Objective: Uncover the transformative potential of agroecology in shaping sustainable food systems, with a particular focus on its pivotal role in transitioning from conventional systems to sustainable practices rooted in agroecological principles. Theoretical Framework: The current scenario presents alternatives to industrial agriculture, which prioritizes mass food production for global markets. In this context, agroecology emerges as a beacon of hope, championing short marketing circuits, fair trade, and a deep respect for local culture and the environment. The sharing of agroecological experiences, particularly in the context of family farming, offers a promising path toward agricultural systems that diverge from the traditional industrial model. Method: The systematic review used scientific articles published between 2011 and 2023, selected from the Web of Science and ScienceDirect databases. Results and Discussion: Agroecological production systems present themselves as a viable alternative to industrial agriculture, demonstrating that agroecological principles have the potential to promote healthier and more sustainable agri-food systems. Family farming plays a crucial role in this context, meeting the goals of agroecology. Research Implications: It highlights the promising role of agroecology in promoting family farming by achieving sustainable food production and supporting the demand for healthier foods. Originality/Value: This paper contributes to understanding the relationship between agroecology and agri-food systems, providing insights into agroecological practices, including sustainability in food production.

show abstract

Critical food systems education, neoliberalism, and the alternative campus tour

Cited by 5 publications

References 46 publications

Cultivating Pedagogy for Transformative Learning: A Decade of Undergraduate Agroecology Education

Cultivating Pedagogy for Transformative Learning: A Decade of Undergraduate Agroecology Education

The “Custrac Model”: Its Generic Practicality with a Twist in the Ghanaian Education

Agroecology: A Promising Path Towards the Sustainable Transition of Food Systems

Contact Info

Product

Resources

About