Abstract
Food systems education is a critical component of contemporary global struggles for more just economic, political, and ecological systems.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Alfred, T. 2009. Restitution Is the Real Pathway to Justice for Indigenous Peoples. In Response, Responsibility, and Renewal, ed. J. Dewar, G. Younging, and M. DeGagne, 179–187. Ottawa: Aboriginal Healing Foundation.
Allen, P., and J. Guthman. 2006. From “Old School” to “Farm-to-School”: Neoliberalization from the Ground Up. Agriculture and Human Values 23: 401–415.
Altenbaugh, R.J. 1990. Education for Struggle: The American Labor Colleges of the 1920s and 1930s. Philadelphia, PA: Temple University Press.
Althusser, L. 1984. Ideology and Ideological State Apparatuses: Essays on Ideology, trans. B. Brewster. London: Verso.
Anyon, J. 1981. Social Class and School Knowledge. Curriculum Inquiry 11: 3–42.
Anzaldúa, G. 1987. Borderlands/ La Frontera: The New Mestiza. Spinsters/Aunt Lute.
Apple, M.W. 2004. Ideology and Curriculum. New York: Routledge Falmer.
Apple, M.W., and P. Aasen. 2003. The State and the Politics of Knowledge. New York: Routledge.
Arnove, R.F. 1986. Education and Revolution in Nicaragua. New York: Praeger.
Aronowitz, S., and H.A. Giroux. 1991. Postmodern Education: Politics, Culture, and Social Criticism. Minneapolis, MN: University of Minnesota Press.
Berryman, P. 1987. Liberation Theology: Education at Empire’s End. New York: Pantheon Books.
Bowles, S., and H. Gintis. 1976. Schooling in Capitalist America. New York: Basic Books.
Collective, S.W., and R. Nagar. 2006. Playing with Fire: Feminist Thought and Activism Through Seven Lives in India. Minneapolis, MN: University of Minnesota Press.
Combahee River Collective. 1977. The Combahee River Collective Statement. Boston.
Coulthard, G.S. 2014. Red Skin, White Masks: Rejecting the Colonial Politics of Recognition. Minneapolis: University of Minnesota Press.
Crenshaw, K. 1991. Map** the Margins: Intersectionality, Identity Politics, and Violence Against Women of Color. Stanford Law Review 43 (6): 1241–1299.
Davila, F., and R. Dyball. 2015. Transforming Food Systems Through Food Sovereignty: An Australian Urban Context. Australian Journal of Environmental Education 31 (1): 34–45.
de Molina, M.G. 2013. Agroecology and Politics: How to Get to Sustainability? About the Necessity for a Political Agroecology. Agroecology and Sustainable Food Systems 37: 45–59.
Escobar, A. 2010. Latin America at a Crossroads: Alternative Modernizations, Post-Liberalism, or Post-Development? Cultural Studies 24 (1): 1–65.
Etmanski, C. 2012. A Critical Race and Class Analysis of Learning in the Organic Farming Movement. Australian Journal of Adult Learning 52 (3): 484–506.
Fanon, F. 1967. Black Skin, White Masks, trans. C.L. Markmann. New York: Grove.
Flowers, R., and E. Swan. 2011. “Eating at Us”: Representations of Knowledge in the Activist Documentary Film Food, Inc. Studies in the Education of Adults 43 (2): 234–250.
Francis, C.A., G. Lieblein, J. Helenius, L. Salomonsson, H. Olsen, and J. Porter. 2001. Challenges in Designing Ecological Agriculture Education: A Nordic Perspective on Change. American Journal of Alternative Agriculture 16 (2): 89–95.
Freire, P. 1973. Pedagogy of the Oppressed. New York: Continuum International.
Galt, R., D. Parr, and J. Jagannath. 2012. Facilitating Competency Development in Sustainable Agriculture and Food Systems Education: A Self-Assessment Approach. International Journal of Agricultural Sustainability 11 (1): 69–88.
Galt, R.E., D. Parr, J. Van Soelen Kim, J. Beckett, M. Lickter, and H. Ballard. 2013. Transformative Food Systems Education in a Land-Grant College of Agriculture: The Importance of Learner-Centered Inquiries. Agriculture and Human Values 30 (1): 129–142.
Gaztambide-Fernández, R.A. 2012. Decolonization and the Pedagogy of Solidarity. Decolonization: Indigeneity Education and Society 1: 41–67.
Guthman, J. 2008. Bringing Good Food to Others: Investigating the Subjects of Alternative Food Practice. Cultural Geographies 15: 431–447.
Guthman, Julie. 2011. Weighing In: Obesity, Food Justice, and the Limits of Capitalism. Vol. 32. University of California Press.
Hill Collins, P. 1991. Black Feminist Thought: Part I: The Social Construction of Black Feminist Thought. New York: Routledge.
Hillimire, K. et al. (2014). Food for Thought: Develo** Curricula for Sustainable Food Systems Education Programs. Agroecology and Sustainable Food Systems 722–743.
Holt-Gimenez, E., and A. Shattuck. 2011. Food Crises, Food Regimes and Food Movements: Rumblings of Reform or Rides of Transformation? Journal of Peasant Studies 38 (1): 109–144.
Jordan, N., D. Andow, and K. Mercer. 2005. Ecology of Agricultural Systems: A Service-Learning Course in Agroecology. Journal of Natural Resources and Life Sciences Education 34: 83–89.
Lieblein, G., and C. Francis. 2007. Towards Responsible Action Through Agroecological Education. Italian Journal of Agronomy 2 (2): 83–90.
Lieblein, G., C. Francis, W. Barth-Eide, H. Torjusen, S. Solberg, and L. Salomonsson. 2000. Future Education in Ecological Agriculture and Food Systems: A Student–Faculty Evaluation and Planning Process. Journal of Sustainable Agriculture 16 (4): 49–69.
Maldonado-Torres, N. 2011. Thinking Through the Decolonial Turn: Post-Continental Interventions in Theory, Philosophy, and Critique—An Introduction. Transmodernity: Journal of Peripheral Cultural Production of the Luso-Hispanic World 1 (2): 1–15.
Mares, T.M., and A.H. Alkon. 2011. Map** the Food Movement: Addressing Inequality and Neoliberalism. Environment and Society: Advances in Research 2 (1): 68–86.
Martins, M.F.A., and S.S. Rodrigues (eds.). 2015. PRONERA: Experiências de Gestão de Uma Política Pública. São Paulo: Compacta Gráfica Editora.
McCune, Nils, and Marlen Sánchez. 2019. Teaching the territory: Agroecological pedagogy and popular movements. Agriculture and Human Values 36 (3): 595–610.
McCune, N., J. Reardon, and P.M. Rosset. 2014. Agroecological Formación in Rural Social Movements. Radical Teacher 98: 31–38.
McCune, N. et al. (2017). Mediated territoriality: Rural workers and the efforts to scale out agroecology in Nicaragua. The Journal of Peasant Studies 44(2): 354–376. http://www.tandfonline.com/doi/abs/310.1080/03066150.03062016.01233868.
McLaren, P. 2003. Life in Schools: An Introduction to Critical Pedagogy in the Foundations of Education. Boston: Pearson Education.
Meek, D. (2016). Cultural Politics of the Agroecological Transition. Agriculture & Human Values 33(2): 275–290.
Meek, D. 2015a. Learning as Territoriality: The Political Ecology of Education in the Brazilian Landless Workers’ Movement. Journal of Peasant Studies 42: 1179–1200.
Meek, D. 2015b. Towards a Political Ecology of Education: The Educational Politics of Scale in Southern Pará, Brazil. Environmental Education Research 21: 447–459.
Meek, D., and R. Tarlau. 2016. Critical Food Systems Education (CFSE): Educating for Food Sovereignty. Agroecology and Sustainable Food Systems 40 (3): 237–260.
Meyer, M.A. 2014. Hoea ea: Land Education and Food Sovereignty in Hawaii. Environmental Education Research 20 (1): 98–101.
Meek, David. 2020. The Political Ecology of Education: Brazil's Landless Workers' Movement and the Politics of Knowledge. West Virginia University Press.
Minh-Ha, Trinh T. 1987. Difference: ‘A Special Third World Women issue’. Feminist Review 25 (1): 5–22.
Mignolo, W.D. 2009. Epistemic Disobedience, Independent Thought and Decolonial Freedom. Theory, Culture and Society 26 (7–8): 159–181.
Mignolo, W., and C.E. Walsh. 2018. On Decoloniality: Concepts, Analytics, Praxis. Durham, NC: Duke University Press.
Mohanty, C.T. 2003. “Under Western Eyes” Revisited: Feminist Solidarity Through Anticapitalist Struggles. Signs: Journal of Women in culture and Society 28 (2): 499–535.
Moraga, C., and G. Anzaldúa. 2021. This Bridge Called My Back, Fortieth Anniversary Edition: Writings by Radical Women of Color. Albany, NY: State University of New York Press.
Morris, A.D. 1984. The Origins of the Civil Rights Movement: Black Communities Organizing for Change. New York: Free Press.
Ndlovu-Gatsheni, S.J. 2015. Decoloniality as the Future of Africa. History Compass 13 (10): 485–496.
Ostergaard, E., G. Lieblein, T.A. Breland, and C. Francis. 2010. Students Learning Agroecology: Phenomenon-Based Education for Responsible Action. Journal of Agricultural Education and Extension 16: 23–27.
Parr, D. M., et al. (2007). Designing sustainable agriculture education: Academics’ suggestions for an undergraduate curriculum at a land grant university. Agriculture and Human Values 24(4): 523–533. http://springer.longhoe.net/article/510.1007/s10460-10007-19084-y.
Parr, D., and C.J. Trexler. 2011. Students’ Experiential Learning and Use of Student Farms in Sustainable Agriculture Education. Journal of Natural Resources and Life Sciences 40: 172–180.
Patel, R. 2009. What Does Food Sovereignty Look Like? Journal of Peasant Studies 36 (3): 663–706.
Payne, C., and C.S. Strickland, eds. 2008. Teach Freedom: Education for Liberation in the African-American Tradition. New York: Teachers College Press.
Pérez, E. 1999. The Decolonial Imaginary: Writing Chicanas into History. Bloomington: Indiana University Press.
Phillips, K.D., and D. Roberts. 2011. Cultivating Schools for Rural Development: Labor, Learning, and the Challenge of Food Sovereignty in Tanzania. In School Food Politics: The Complex Ecology of Hunger and Feeding in Schools Around the World, ed. S.A. Robert and M.B. Weaver-Hightower, 71–93. New York: Peter Lang.
Pirbhai-Illich, F., P. Shauneen, and F. Martin, eds. 2017. Culturally Responsive Pedagogy: Working Towards Decolonization, Indigeneity and Interculturalism. New York: Springer.
Pinheiro Barbosa, L. 2017. Educação do Campo [Education for and by the Countryside] as a Political Project in the Context of the Struggle for Land in Brazil. The Journal of Peasant Studies 44 (1): 118–143.
Pinheiro Barbosa, L., and P.M. Rosset. 2017. Educaçāo do Campo e Pedagogia Camponesa Agroecológica na América Latina: Aportes da La Vía Campesina e da Cloc. Educação e Sociedade 38 (140): 705–724.
Quijano, A. 2007. Coloniality and Modernity/Rationality. Cultural Studies 21 (2–3): 168–178.
Rosing, H. 2012. Demystifying the Local: Considerations for Higher Education Engagement with Community Food Systems. Journal of Agriculture, Food Systems, and Community Development 2 (4): 79–84.
Rosset, P.M. 2006. Food Is Different: Why We Must Get Out of Agriculture. London: Zed Books.
Rosset, P.M. 2008. Food Sovereignty and the Contemporary Food Crisis. Development 51 (4): 460–463.
Rosset, P.M., and M.E. Martínez-Torres. 2012. Rural Social Movements and Agroecology: Context, Theory, and Process. Ecology and Society 17: 3.
Salomonsson, L., A. Nilsson, S. Palmer, A. Roigart, and C. Francis. 2009. Farming Systems Education: Case Study of Swedish Test Pilots. Renewable Agriculture and Food Systems 24: 48–59.
Shiva, V. 1993. Monocultures of the Mind: Perspectives on Biodiversity and Biotechnology. New York: Palgrave Macmillan.
Snelgrove, C., R.K. Dhamoon, and J. Corntassel. 2014. Unsettling Settler Colonialism: The Discourse and Politics of Settlers, and Solidarity with Indigenous Nations. Decolonization: Indigeneity, Education and Society 3 (2): 1–32.
Spivak, G. 1988. Can the Subaltern Speak? In Marxism and Interpretation of Culture, 271–313. Urbana: University of Illinois Press.
Sawyer, S. 2004. Crude Chronicles: Indigenous Politics, Multinational Oil, and Neoliberalism in Ecuador. Chapel Hill, NC: Duke University Press.
Sumner, J. 2013. Food Literacy and Adult Education: Learning to Read the World by Eating. Canadian Journal for the Study of Adult Education 25 (2): 79–92.
Tambe, A., and M. Thayer. 2021. Transnational Feminist Itineraries: Situating Theory and Activist Practice. Chapel Hill, NC: Duke University Press.
Tarlau, R. 2014. From a Language to a Theory of Resistance: Critical Pedagogy, the Limits of “Framing”, and Social Change. Educational Theory 64 (4): 369–392.
Tarlau, R. 2015. How Do New Critical Pedagogies Develop? Educational Innovation, Social Change, and Landless Workers in Brazil. Teachers College Record 117: 110304.
Tarlau, R. 2019. Occupying Schools, Occupying Land: How the Landless Workers’ Movement Transformed Brazilian Education. Oxford: Oxford University Press.
Tuck, E., and K.W. Yang. 2012. Decolonization Is Not a Metaphor. Decolonization: Indigeneity, Education and Society 1 (1): 1–40.
Thayer, M. 2010. Making Transnational Feminism: Rural Women, NGO Activists and Northern Donors in Brazil. New York: Routledge.
Wezel, A., S. Bellon, T. Dore, C. Francis, D. Vallod, and C. David. 2009. Agroecology as a Science, a Movement, and a Practice. Agronomy for Sustainable Development 29 (4): 503–515.
Willis, L. 1977. Learning to Labor: How Working Class Kids Get Working Class Jobs. New York: Teachers College Press.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Meek, D., Tarlau, R. (2022). Decolonial and Feminist Approaches to Critical Food Systems Education. In: Ioris, A.A.R., Mançano Fernandes, B. (eds) Agriculture, Environment and Development. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-10264-6_15
Download citation
DOI: https://doi.org/10.1007/978-3-031-10264-6_15
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-031-10263-9
Online ISBN: 978-3-031-10264-6
eBook Packages: Social SciencesSocial Sciences (R0)