Special Issue on Learning for Transformation in Food Movements

Angulo Sobalvarro, J. A., & Luna Delgado, Y. G. (2019). Proceso de aprendizaje agroecológico desde la práctica de la meliponicultura: una experiencia de campesinos en Santa Lucía, Nicaragua. La Calera, 19(33), 81-87. https://doi.org/10.5377/calera.v19i33.8845 

Barbosa, L. P. (2015). Educación, Resistencia y Movimientos Sociales: la práxis educativo-política de los Sin Tierra y de los Zapatistas. LIBRUNAM

Braun, J. A., & Bogdan, E. (2016). Transitioning Towards Sustainable Food and Farming: Interactions Between Learning and Practice in Community Spaces. . In C. R. Anderson, J. Brady, & C. Levkoe (Eds.), Conversations in Food Studies. University of Manitoba Press. 

Camacho, R. S., Sobreiro Filho, J., Sobreiro, V. A., & Mariano, E. B. (2016). Evaluation of the relationship between education and sustainability in peasant movements: The experience of the National Education Program in Agrarian Reform. Eval Program Plann, 54, 152-161. https://doi.org/10.1016/j.evalprogplan.2015.07.009 

Chambers, R. (1990). Farmer-first: a practical paradigm for the third agriculture. In M. A. a. S. B. H. Altieri (Ed.), Agroecology and small farm development, (pp. 237-244). CRC Press. 

Chollett, D. L. (2014). The Native American Organic Garden: Using Service Learning as a Site of Resistance. Culture, Agriculture, Food and Environment, 36, 93-104. https://doi.org/10.1111/cuag.12037 

Code, J. M. (2018). Innovations in Agroecology Education. Journal of Education, 197(3), 34-45. https://doi.org/10.1177/0022057418782353 

Coolsaet, B. (2016). Towards an agroecology of knowledges: Recognition, cognitive justice and farmers’ autonomy in France. Journal of Rural Studies, 47, 165-171. https://doi.org/10.1016/j.jrurstud.2016.07.012 

Cristofari, H., Girard, N., & Magda, D. (2018). How agroecological farmers develop their own practices: a framework to describe their learning processes. Agroecology and Sustainable Food Systems, 42(7), 777-795. https://doi.org/10.1080/21683565.2018.1448032 

Crosley, K. L. (2013). Advancing the Boundaries of Urban Environmental Education through the Food Justice Movement. Canadian Journal of Environmental Education. 

David, C., & Bell, M. M. (2018). New challenges for education in agroecology. Agroecology and Sustainable Food Systems, 42(6), 612-619. https://doi.org/10.1080/21683565.2018.1426670 

David, C., & Bell, M. M. (2018). New challenges for education in agroecology. Agroecology and Sustainable Food Systems, 42(6), 612-619. https://doi.org/10.1080/21683565.2018.1426670 

Fábos, A., Gerber, R., Gulaid, H., & Henderson, S. (2011). Linking local action and global change. Exploring food activism in Worcester, MA through experiential learning. Appetite, 56, 527. https://doi.org/10.1016/j.appet.2010.11.195 

Francis, C., Østergaard, E., & Nicolaysen, A. M. (2015). Learning Agroecology through Involvement and Reflection. In C. M. B. E. V. Méndez, R. Cohen, & S. Gliessman (Ed.), Agroecology: A Transdisciplinary, Participatory and Action-oriented Approach (pp. 73). 

Francis, C., Breland, T. A., Østergaard, E., Lieblein, G., & Morse, S. (2012). Phenomenon-Based Learning in Agroecology: A Prerequisite for Transdisciplinarity and Responsible Action. Journal of Sustainable Agriculture, 120911083006009. https://doi.org/10.1080/10440046.2012.717905 

Francis, C. A., Jordan, N., Porter, P., Breland, T. A., Lieblein, G., Salomonsson, L., Sriskandarajah, N., Wiedenhoeft, M., DeHaan, R., Braden, I., & Langer, V. (2011). Innovative Education in Agroecology: Experiential Learning for a Sustainable Agriculture. Critical Reviews in Plant Sciences, 30, 226-237. https://doi.org/10.1080/07352689.2011.554497 

Galt, R., Clark, S., & Parr, D. (2012). Engaging Values in Sustainable Agriculture and Food Systems Education: Toward an Explicitly Values-Based Pedagogical Approach. Journal of Agriculture, Food Systems, and Community Development, 43-54. https://doi.org/10.5304/jafscd.2012.023.006 

Galt, R. E., Parr, D., Van Soelen Kim, J., Beckett, J., Lickter, M., & Ballard, H. (2012). Transformative food systems education in a land-grant college of agriculture: the importance of learner-centered inquiries. Agriculture and Human Values, 30, 129-142. https://doi.org/10.1007/s10460-012-9384-8 

Goris, M. B., Silva Lopes, I., Verschoor, G., Behagel, J., & Botelho, M. I. V. (2021). Popular education, youth and peasant agroecology in Brazil. Journal of Rural Studies, 87, 12-22. https://doi.org/10.1016/j.jrurstud.2021.08.003 

Guthman, J. (2008). Bringing good food to others: investigating the subjects of alternative food practice. Cultural Geographies, 15, 431-447. https://doi.org/10.1177/1474474008094315 

Holt-Giménez, E. (2001). Scaling up sustainable agriculture: lessons from the Campesino a Campesino movement LEISA Magazine, 3(3), 27-29. http://www.agriculturesnetwork.org/magazines/global/lessons-in-scaling-up/scalingup-sustainableagriculture/at_download/article_pdf 

Holt-Giménez, E. (2006). Campesino a campesino: voices from Latin America’s farmer to farmer movement for sustainable agriculture. Food First Books. 

Horner, C. E., Morse, C., Carpenter, N., Nordstrom, K. L., Faulkner, J. W., Mares, T., Kinnebrew, E., Caswell, M., Izzo, V., Méndez, V. E., Lewins, S. A., & McCune, N. (2021). Cultivating Pedagogy for Transformative Learning: A Decade of Undergraduate Agroecology Education. Frontiers in Sustainable Food Systems, 5. https://doi.org/10.3389/fsufs.2021.751115 

Kolmans, E. (2006). Construyendo procesos ‘de Campesino a Campesino’. ESPIGAS y Pan para el Mundo.

Koman Ilel. (2018). Multimedia Peasant School. Retrieved September 15 from http://agroecologia.espora.org

La Via Campesina. (2017). Toolkit: Peasant Agroecology Schools and the Peasant-to- Peasant Method of Horizontal Learning. https://foodfirst.org/wp-content/uploads/2017/06/TOOLKIT_agroecology_Via-Campesina-1.pdf 

Levkoe, C. Z. (2006). Learning Democracy Through Food Justice Movements. Agriculture and Human Values, 23(1), 89-98. https://doi.org/10.1007/s10460-005-5871-5 

Lieblein, G., Breland, T. A., Francis, C., & Østergaard, E. (2012). Agroecology Education: Action-oriented Learning and Research. The Journal of Agricultural Education and Extension, 18, 27-40. https://doi.org/10.1080/1389224x.2012.638781 

Lieblein, G., Østergaard, E., & Francis, C. (2004). Becoming an Agroecologist through Action Education. International Journal of Agricultural Sustainability, 2(3), 147-153. https://doi.org/10.1080/14735903.2004.9684574 

López-García, D., Calvet-Mir, L., Di Masso, M., & Espluga, J. (2018). Multi-actor networks and innovation niches: university training for local Agroecological Dynamization. Agriculture and Human Values, 36(3), 567-579. https://doi.org/10.1007/s10460-018-9863-7 

Machín Sosa, B., Roque Jaime, A.M.; Ávila Lozano, D., Rosset, P. (2010). Revolución Agroecológica: el Movimiento Campesino a Campesino de la ANAP en Cuba. . Asociación Nacional de Agricultores Pequeños y La Vía Campesina.

Massicotte, M.-J., & Kelly-Bisson, C. (2018). What’s wrong with permaculture design courses? Brazilian lessons for agroecological movement-building in Canada. Agriculture and Human Values. https://doi.org/10.1007/s10460-018-9870-8 

McCune, N., Rosset, P. M., Salazar, T. C., Saldívar Moreno, A., & Morales, H. (2017). Mediated territoriality: rural workers and the efforts to scale out agroecology in Nicaragua. The Journal of Peasant Studies, 44(2), 354-376. https://doi.org/10.1080/03066150.2016.1233868 

McCune, N., & Sánchez, M. (2018). Teaching the territory: agroecological pedagogy and popular movements. Agriculture and Human Values. https://doi.org/10.1007/s10460-018-9853-9 

Meek, D. (2015). Learning as territoriality: the political ecology of education in the Brazilian landless workers’ movement. The Journal of Peasant Studies, 42(6), 1179-1200. https://doi.org/10.1080/03066150.2014.978299 

Meek, D., Bradley, K., Ferguson, B., Hoey, L., Morales, H., Rosset, P., & Tarlau, R. (2017). Food sovereignty education across the Americas: multiple origins, converging movements. Agriculture and Human Values. https://doi.org/10.1007/s10460-017-9780-1 

Meek, D., & Simonian, L. T. L. (2016). Transforming space and society? The political ecology of education in the Brazilian Landless Workers’ Movement’s Jornada de Agroecología. Environment and Planning D: Society and Space, 35(3), 513-532. https://doi.org/10.1177/0263775816667073 

Meek, D., & Tarlau, R. (2015). Critical Food Systems Education and the Question of Race. Journal of Agriculture, Food Systems, and Community Development, 1-5. https://doi.org/10.5304/jafscd.2015.054.021 

Meek, D., & Tarlau, R. (2016). Critical food systems education (CFSE): educating for food sovereignty. Agroecology and Sustainable Food Systems, 40(3), 237-260. https://doi.org/10.1080/21683565.2015.1130764 

Migliorini, P., & Lieblein, G. (2016). Facilitating Transformation and Competence Development in Sustainable Agriculture University Education: An Experiential and Action Oriented Approach. Sustainability, 8(12). https://doi.org/10.3390/su8121243 

Montenegro, M. (2014). A lighthouse for urban agriculture: university, community and redefining expertise in the food system. . Gastronomica: The Journal of Critical Food Studies, 14(1). 

Muñoz, A., N. McCune and J. Reardon. (2014). Agroecological Formación For Food Sovereignty. Z Communications. . Retrieved September 15, 2018, from https://zcomm.org/znetarticle/agroecological-formacion-for-food-sovereignty/ 

Najjar, D., Spaling, H., & Sinclair, A. J. (2013). Learning about sustainability and gender through Farmer Field Schools in the Taita Hills, Kenya. International Journal of Educational Development, 33(5), 466-475. https://doi.org/10.1016/j.ijedudev.2012.06.004 

Nicholls, C. I., & Altieri, M. A. (2018). Pathways for the amplification of agroecology. Agroecology and Sustainable Food Systems, 42(10), 1170-1193. https://doi.org/10.1080/21683565.2018.1499578 

Østergaard, E., Lieblein, G., Breland, T. A., & Francis, C. (2010). Students Learning Agroecology: Phenomenon-Based Education for Responsible Action. The Journal of Agricultural Education and Extension, 16, 23-37. https://doi.org/10.1080/13892240903533053 

Perry, J. A. (2018). Images of work, images of defiance: engaging migrant farm worker voice through community-based arts. Agriculture and Human Values. https://doi.org/10.1007/s10460-018-9861-9 

Pimbert, M. P. (2008). Towards Food Sovereignty: Reclaiming Autonomous Food Systems. http://www.environmentandsociety.org/mml/pimbert−michel−to-wards−food−sovereignty−reclaiming−autonomous−food−systems 

Rosset, P., Val, V., Barbosa, L. P., & McCune, N. (2019). Agroecology and La Via Campesina II. Peasant agroecology schools and the formation of a sociohistorical and political subject. Agroecology and Sustainable Food Systems, 43(7-8), 895-914. https://doi.org/10.1080/21683565.2019.1617222 

Rosset, P. M., Machin Sosa, B., Roque Jaime, A. M., & Ávila Lozano, D. R. (2011). The Campesino-to-Campesino agroecology movement of ANAP in Cuba: social process methodology in the construction of sustainable peasant agriculture and food sovereignty. The Journal of Peasant Studies, 38, 161-191. 

Rossi, A. (2020). From Co-Learning to Shared Commitment to Agroecology. Some Insights from Initiatives Aimed at Reintroducing Agrobiodiversity. Sustainability, 12(18). https://doi.org/10.3390/su12187766 

Schneider, F., Fry, P., Ledermann, T., & Rist, S. (2009). Social Learning Processes in Swiss Soil Protection—The ‘From Farmer – To Farmer’ Project. Human Ecology, 37(4), 475-489. https://doi.org/10.1007/s10745-009-9262-1 

Schwendler, S. F., & Thompson, L. A. (2017). An education in gender and agroecology in Brazil’s Landless Rural Workers’ Movement. Gender and Education, 29(1), 100-114. https://doi.org/10.1080/09540253.2016.1221596 

Warner, K. D. (2006). Extending agroecology: Grower participation in partnerships is key to social learning. Renewable Agriculture and Food Systems, 21(02), 84-94. https://doi.org/10.1079/RAF2005131 

Special Issues:

http://www.interfacejournal.net/2014/06/interface-volume-6-issue-1-movement-pedagogies/

http://www.agdevjournal.com/volume-2-issue-3.html

Feel free to send over other links to articles/resources on learning in food movements.