Search results

Gardens are being used at all educational stages, because they provide with a real-world context for active and experiential learning. In Spain, there exists a movement in favor of their incorporation to higher education for a variety of purposes but prevalently as an innovative resource to teach sciences to pre-service teachers. The purpose of this study is assessing the impacts of such pedagogical practice on university students’ learning and behavioral changes in the areas of environmental and food citizenship, two key dimensions of contemporary citizenship that are essential to achieve sustainable societies.

Data was collected by means of an electronic, open-ended question survey completed by 170 students from 6 different universities where gardens are used. Answers were qualitatively analyzed using MAXQDA software to develop a system of content categories and subcategories in relation to reported learning and behavioral changes.

Widespread among universities was learning on organic agriculture practices, greater appreciation of agricultural labor, greater willingness to cultivate, higher awareness of environmental impacts of agriculture, improved behaviors regarding waste separation and enhanced fruit and vegetable consumption.

This work delves into how university gardens act as a vehicle through which students integrate knowledge and reflect on their environmental, food and consumption behaviors. Thus, it supports on evidences, the use of gardens at higher education to nurture two dimensions of contemporary citizenship essential to achieve sustainability.

To clarify needs and requests of the young generation to the contemporary and future education on food systems, this paper aims to examine the following issues: students’ background knowledge, students’ behaviour as consumers and food citizenship, most interesting topics of SFS for students and students’ preferences and expectations in developing different skills, topics and preferences in teaching/learning methods.

This study was performed as an online-survey amongst eight European Universities in seven European Union (EU) countries to which 1,122 students responded. Data was analysed with descriptive and multivariate statistical analyses.

Taste and Health are the most important values and motives that influence students’ food buying and consumption decisions, but significant differences were found amongst students from different universities and countries. The most important topics for students for future teaching courses are “organic food”, “fair trade”, “organic agriculture” and most important skills to learn are “ability to make a judgement and justify decisions” and the “ability to create and innovate”. Excursions and field trips as teaching methods was given the highest ranks.

Different study programmes and cultural backgrounds of the participating students in the different universities could be a limiting factor for the interpretation of some results.

These results provide a basis for improvement of higher education in the EU towards sustainable food systems based on experiential learning/teaching methods.

Among the food system's outcomes, food and nutrition security remains a key concern also in developed countries. This chapter analyzes food and nutrition security issues, unpacking the four dimensions in which the concept is articulated: availability, access, utilization and stability. Then the concept is explored, beyond the official definitions, through a description of the various frames that shape the public debate on food and nutrition security. These frames are: the classical productivist view emerged in the early post-war period; the neoproductivism, promoting a sustainable intensification aimed at producing more food while reducing negative environmental impacts, the entitlement approach based on Sen's reflections on people's capability to access food; the food sovereignty (Via Campesina, 1996) which regards food insecurity as an outcome of unequal power relations: the livelihood approach focused on the assets that determine the living gained by the individual or household; the right to food (De Schutter, 2014) based on the status of each individual as a rights-holder; the similar but less individualistic food democracy and food citizenship perspective which focusses on the collective dimension of those rights; the community food security, again close to the food citizenship but with stronger emphasis on communities and localization. Finally, the main contributions given by small farms to food and nutrition security are described, as identified on the base of the SALSA project outcomes.

This chapter seeks to address questions related to the convergence among alternative agrifood movements as well as the convergence between alternative and conventional practices with a focus on local movements. We reconstruct the common conflation of the alternative/conventional binary into a multidimensional measure that recognizes the complex interactions of economic, political, social, and cultural elements in the construction of convention, alterity, and opposition. We also consider several forms of possible convergence: multi-organizational, multi-sectoral (among elements of the agrifood system), multidimensional (among political, economic, cultural, and social practices), and multilevel or scale (hierarchy of spatially embedded governance units). These matters are empirically examined by focusing on the rapidly growing Food Policy Council (FPC) movement in North America. We address the question of this movement’s diffusion, consider its variable linkages between state and civil society, and examine the substantive practices and framings in which the movement has been engaged. While we find that most FPC practices are probably vulnerable to conventionalization, the movement’s most valuable function may be its modular form. That form functions as an incubator of multi-organizational and multi-sectoral experimental practices in a multiplicity of local environments. Further, ties between FPCs provide a networking mechanism for transmitting information about the successes and failures of those experiments among hundreds of locales and regions. Finally, the discourse among the FPC leadership amplifies values favoring the democratization of food, and articulates beliefs in the right to food as well as notions of food citizenship and sovereignty.

Food sovereignty has increasingly become a common political framework for alternative food movements seeking for radical change in the agrifood system. The transformative potential of food sovereignty is context-dependent, resulting in different approaches and strategies in different territories. In this chapter, we address the case of Catalonia (Spain), as an example of global North food sovereignty movement, in which consumers play a predominant role. Based on five discourses on food sovereignty previously identified as a political proposal for social change in Catalonia, namely “activism,” “anti-purism,” “self-management,” “pedagogy,” and “pragmatism,” we discuss internal divergences within the movement that lead to convergences with other political trends in the agrifood system. Despite the movement converges in several critical points at a conceptual level, such as what is the meaning of food sovereignty, or its understanding of the food sovereignty proposal as a vehicle for deepening democracy, it has strong divergences at the operational level, that is, on how to achieve the social and political change it seeks. A structuralist or agency-focused vision of social change and the relevance assigned to ideological affinity among actors are core elements explaining such divergences. In this chapter, the authors explore these internal divergences within the Catalan food sovereignty movement, which at the same time lead to convergences with other repoliticization concepts within the agrifood studies literature (specifically food democracy, food citizenship, and political consumerism).

This chapter considers the place of responsibility in confronting ecological sustainability and social equity problems in the food system. We present two illustrations addressing the following question: In what ways does responsibility present a way to close the metabolic rift in line with the vision of the global food sovereignty movement? First, using the example of Metro-Vancouver in Canada, we consider the ways in which urban people claim responsibility for land protection through the concept of urban agrarianism, defined as an urban ethic of care for foodlands, with an associated responsibility to exercise solidarity with those who cultivate and harvest food. Second, we discuss how deepening relational responsibility in legal and regulatory frameworks might hold the corporate food regime accountable in the Canadian context to address their role in and responsibility for mitigating an increasingly risky world, as evidenced by the COVID-19 pandemic. We argue that the responsibility of urban people to mobilise in solidarity with food movements, and against the corporate food regime in particular, will play a critical role in supporting the transition to sustainable and just food systems. This applies both to finding new ways to claim responsibility for this transition and to hold those actors that have disproportionately benefitted from the corporate food regime responsible. Such a reworking of responsibility is especially necessary as the context for food systems change becomes increasingly urbanised and risky.

Ghana has implemented different kinds of pro-poor program and policies since its independence to reduce poverty. The Livelihood Empowerment Against Poverty (LEAP) is one of such program. LEAP is a social cash transfer program and its implementation has been under the auspices of the Ministry of Gender, Children and Social Protection since 2008. It provides direct cash and health insurance coverage for extremely poor households across the country to alleviate short-term poverty and encourage long-term human capital development. This paper examines the LEAP program in terms of how it has achieved its aim and the opportunities for improvement.

Primary data were obtained from interviews of 110 beneficiaries of the program. The study proposes a conceptual framework that links poverty reduction and social policies to assist researchers analyze pro-poor or social cash transfer program.

The findings show that the program is challenged with administrative bureaucracies, irregular inflow of funds, perceived political interferences, inconsistent implementation strategies and low value of the cash transfer (which results in little or no impact on consumption). However, the data also show that LEAP has positive impacts on nonconsumption spending like children's schooling. The program' exit strategy does not impact much on beneficiaries to allow them exit without the tendency of being poor.

This paper discussed the LEAP program as a social cash transfer to the poor in Ghana. The study constructed a conceptual framework to help researchers and practitioners analyze the implementation of pro-poor interventions. This conceptualization allows for cash transfer program to empower beneficiaries and exits them to allow for other beneficiaries to enroll, ensuring reduction in poverty over time. Generally, the beneficiaries have benefited from the LEAP in the areas of consumption, education and healthcare with few beneficiaries being able to accumulate some few assets. The LEAP program has no exit plan.

This study adds to literature by offering a conceptual framework to help researchers and policy makers in dealing with social assistance policies to the poor. The study also gave an insight into how pro-poor policy strategies could be crafted.

Human–animal economic relations range from exploitative objectification and mass killing of animals in industrial livestock to species-appropriate husbandry or collaboration of humans and animals in therapy or rescue work. Should they be abolished or are there options for their moral permissibility? I propose using a three-level model to distinguish between morally impermissible and acceptable economic relations of humans and animals. A further step explores how an animal-oriented economy can be implemented on existing markets against the background of a philosophical theory for acceptable use of animals in the economy. Rather than developing a theory, it suggests research projects for an animal friendly economy. Market sociology reveals that sophisticated markets are a potential platform for animal welfare and that they allow a countermovement against animal exploitation. This understanding of markets also connects animals to value theory or to the idea of social cost. This way a consistent theoretical frame for animal welfare in economy is imaginable and suggested for further research.

Teachers play important roles in school food and nutrition education. This study aims to explore Australian teachers' self-efficacy beliefs (i.e. belief in their own capabilities to perform specific teaching tasks) in teaching secondary school food and nutrition-related subjects.

Teachers' overall self-efficacy beliefs in teaching these subjects (overall-SEB) and self-efficacy beliefs in teaching different food and nutrition-related topics (topics-SEB) were explored using a survey among 183 teachers in 2017. Principal components analysis derived three overall-SEB components: “Motivation and accommodation of individual differences”, “Classroom management” and “Communication and clarification” and three topics-SEB components: “Food system”, “Food and nutrition information” and “Food preparation”.

Overall, higher percentages of teachers were confident or very confident in the majority of items that loaded on “Classroom management” and “Communication and clarification” compared to “Motivation and accommodation of individual differences”. Moreover, higher percentages of teachers were confident or very confident about items that loaded on “Food and nutrition information” and “Food preparation” compared” to “Food system”. The overall-SEB and topics-SEB were higher among more experienced teachers. There were moderate positive correlations between overall-SEB and topics-SEB components.

The exploration of broader aspects of self-efficacy beliefs related to teaching secondary school food and nutrition-related subjects makes this study unique. The findings highlight that these teachers had high self-efficacy beliefs in teaching food and nutrition education, but there are gaps in tailoring the teaching process to meet the diverse needs of students and teaching broader food-related topics.