Critical Adult Education in Food Movements

Contents
Introduction to the symposium on critical adult education in food movements: learning for transformation in and beyond food movements—the why, where, how and the what next?
	The why: critical education in an era of multiple crises
	The where: education for transformation in, between and beyond formal and informal spaces of learning
	The how: pedagogical underpinnings of learning for transformation
		The political economy of education: a shift from a commercial and individualised entrepreneurial model of training to a commitment to education for solidarity and care
		A critical pedagogy that values organic intellectuals
		An emphasis on collective learning and cooperation
		A focus on intersectionality
		Regenerating territories through popular education
	The what next: new frontiers for education for and beyond food sovereignty
	Conclusion
	References
Transformative agroecology learning in Europe: building consciousness, skills and collective capacity for food sovereignty
	Abstract
	Introduction
	Agroecology and food sovereignty
	Agroecology, knowledge and learning: social movement building
	Methodology
		Interviews
		Analysis and iterative coding process
		Network development
	Agroecology learning initiatives in Europe: Findings
	Diálogo de saberes (wisdom dialogues)
		Amongst Food Producers
		Amongst food producers and other actors in the food system
		Between farmers and mainstream research and education institutions
		Horizontal learning
		Strengthening learning experiences
		Building confidence and capacity
		Challenging hierarchy: a prefigurative politics
	Combining the practical and the political
		Building multi-scale social movement networks
	Discussion
	Conclusion
	References
Farming for change: developing a participatory curriculum on agroecology, nutrition, climate change and social equity in Malawi and Tanzania
	Abstract
	Introduction
		Theoretical underpinnings
			Participatory action research
			Feminist theory
			Transdisciplinarity
		Objective
	Didactic methodologies, study case and methods
		Didactic methodologies
			Experiential learning
			Theater for development
			Small group discussions
		Study case: curriculum development activities
		Methods: curriculum assessment
	Results
		Curriculum development
			Box 1: Example of a drama developed for the curriculum: Johnny and Mary
			Box 2: Sample of Story-telling in Curriculum that addressed Social Inequalities
			Box 3: Field Trip Case Studies
		Curriculum content
			Agroecology
			Climate change
			Nutrition
			Social equity
	Curriculum implementation
	Discussion
	Conclusion
	Acknowledgements
	References
Multi-actor networks and innovation niches: university training for local Agroecological Dynamization
	Abstract
	Introduction
		Local Agroecological Dynamization to promote agroecological transitions
		Agroecological transitions from a multi-level perspective
	Training for agroecological transitions through multi-actor networks
	Methodology
		Case study
		Data collection and analysis
	Potential impacts of LAeD training on individuals and institutions
		Reconfiguration of individual practices, concepts, and tools
			Acquiring theoretical frameworks and methodological capacities and skills
			Re-framing local development projects
		Influence on institutions
			Emergent attitudes among institutional representatives
			New alliances or multi-actor network reconfigurations
			Local governments internal re-configurations
	Discussion: agroecology training as ‘hybrid forums’ for regime reconfigurations?
	Conclusions: deepening multi-actor networks role within agroecological transitions
	Acknowledgements
	References
What’s wrong with permaculture design courses? Brazilian lessons for agroecological movement-building in Canada
	Abstract
	The origins, political economy, and pedagogy of permaculture
	Seeing post-capitalist experimentations through Gramsci’s war of position
	The permaculture community of eastern Ontario, Canada
	Pedagogies of political agroecology among marginalized communities in Brazil
	Conclusion
	Acknowledgements
	References
Teaching the territory: agroecological pedagogy and popular movements
	Abstract
	Introduction
	Each one, teach one: the journey and the method
	Guatemala: the spark and the tinderbox
	Nicaragua: cauldron of peasant action
	Method in movement: peasant-to-peasant in Cuba
	Territorial learning across the continent: Latin American Agroecological Institutes
	Discussion
	Acknowledgements
	References
Food sovereignty education across the Americas: multiple origins, converging movements
	Abstract
	Introduction
	Methods
	Case studies
		Program origins
		Pedagogical practices
			Educational content
			Educational approach
		Expansion and institutionalization
			Financial sovereignty
			Program expansion
	Relationship to the state
	Conclusion
	Acknowledgements
	References
Images of work, images of defiance: engaging migrant farm worker voice through community-based arts
	Abstract
	Introduction
	Farm worker agency in Canada and the logic of unfreedom
	Leveraging cultural activities to encourage communicative parity
	Engaging migrant farm workers in community-based arts
	A note on methods
	Images of work, images of defiance
		Work
		Defiance
		A note on public performance
	Conclusion
	Acknowledgements
	References