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OER in University Language Courses
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In: World Languages and Literatures Faculty Publications and Presentations (2022)
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Examining the Perspectives of Adult Working Learners and Key Stakeholders Using Critical Race Theory
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In: Applied Linguistics Faculty Publications and Presentations (2022)
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The Critical Workshop: Writing Revision and Critical Pedagogy in the Middle School Classroom
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In: Doctoral Dissertations (2022)
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The Maple Leaf’s Public Pedagogical Interaction with the Sexualized and Masculine Cultural Discourses of the Canadian Armed Forces
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Agroecological education for food sovereignty: Insights from formal and non-formal spheres in Brazil and Spain
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Abstract:
© 2021 The Authors. ; In a context of re-definition of what is Agroecology, we reflect on the characteristics of an agroecological education for food sovereignty (AEFS). To do this, we analyse four courses self-claiming to have a food sovereignty focus in the formal and non-formal spheres in Brazil and Spain by answering three questions: “from where” (motivations and actors promoting it), “who” (teachers, students), and “how” (pedagogies). We describe the commonalities and differences among them and show that in developing AEFS, the most important question is the from where. However, important differences may exist between the formal and non-formal spheres, mostly in the who and the how. AEFS in the classroom is based on diálogo de saberes, participatory methodologies and dynamics with a rotational focus (alternancia) on learning from the dialectic between theory and practice and reflection and action. Furthermore, the emotional and organizational spaces are as important as the “official” content of the course. We conclude that despite existing barriers to follow some of pedagogical tools in the formal sphere, it is possible to develop AEFS with a focus on transformative education.
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Keyword:
Agroecology; Critical adult education; Education for food sovereignty; Radical pedagogy; Sustainable food systems
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URL: https://doi.org/10.1016/j.jrurstud.2021.10.003 http://hdl.handle.net/10261/264129
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Student Articulations of Critical Multicultural Education Concepts from One Study Abroad Experience in New Zealand
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In: Australian Journal of Teacher Education (2021)
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Fulfilling a Wish List: Creating an OER Beginning Spanish Textbook and Curriculum
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In: World Languages and Literatures Faculty Publications and Presentations (2021)
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Γραμματισμός ενηλίκων μεταναστών σε διαπολιτισμικό περιβάλλον, ως κοινωνικο-πολιτική και πολυτροπική πρακτική -: Μια παιδαγωγική προσέγγιση θεμελιωμένη στη θεωρία του Paulo Freire ...
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Beliefs and Relationships Matter: Critical Pedagogy Tenets As A Foundation For Changing Teacher Practice
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Punk pedagogy: Teaching to confront intersecting discourses of domination
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In: Master's Theses and Doctoral Dissertations (2021)
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Implementing Feminist Language Pedagogy: Development of Students’ Critical Consciousness and L2 Writing
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In: Education Sciences ; Volume 11 ; Issue 8 (2021)
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Language Guerrillas: Signing Multilingualism into Action
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In: Education Sciences ; Volume 11 ; Issue 10 (2021)
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Towards a Culturally Sustaining Pedagogy: Learning from Black Teachers in Rural South Georgia
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In: Electronic Theses and Dissertations (2021)
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The Paradox Of Professional Teacher Agency And Accountability In Public Education: Using Autoethnography To Promote Reflexivity In Teachers And Raise Consciousness Of Agentic Beliefs And Values
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Searching for Meaning: Learning from Youth Workers' Lives, Formation and Profession in Austere Times - a Critical Narrative Interpretative Phenomenological Analysis
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Cariño Pedagogy: A Framework of Corazón
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In: Journal of Curriculum, Teaching, Learning and Leadership in Education (2021)
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Is There Any Space for Critical Literacy? English Language Teachers’ Perceptions, Views, and Perceived Challenges
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Dehdary, N. - : University of Exeter, 2021. : GRADUATE SCHOOL OF EDUCATION, 2021
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TOWARDS CRITICAL LITERACY IN KOREAN HIGH SCHOOL EFL CLASSROOMS: NARRATIVE INQUIRY INTO TEACHER EMOTIONS AND THE USE OF CRITICAL MATERIALS
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Homeless in Hawai‘i: Developing Critical Materials for an Intensive English Program
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Equitable Pre-College Engineering Education: Teaching with Racism in Mind
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In: Journal of Pre-College Engineering Education Research (J-PEER) (2021)
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