Critical Adult Education and Food Movements

We are in the process of editing a special issue on the role of popular education, critical pedagogy and adult education in social movements for food sovereignty, agroecology and food justice. Many of the papers are now published on-line – see below.

The editors for this issue are: Colin R. Anderson (1), Rosa Binimelis(2), Michel Pimbert(1), Marta G. Rivera-Ferre(2)
1Coventry University Centre for Agroecology, Water and Resilience (UK)2University of Vic (Spain)

The articles are available via the links for those with subscriptions or you can contact the authors.

Transformative Agroecology Learning in Europe: Building Consciousness, Skills and Collective Capacity for Food Sovereignty
By: Anderson, C.R., Maughan, C. and M. Pimbert
Author’s pre-print version here

Multi-actor networks and innovation niches: university training for local Agroecological Dynamization
By: López-García, D., Calvet-Mir, L., Di Masso, M. & Espluga, J.

Teaching the territory: agroecological pedagogy and popular movements.
By: McCune, N. & Sánchez, M.

What’s wrong with permaculture design courses? Brazilian lessons for agroecological movement-building in Canada
By: Massicotte, M. J., & Kelly-Bisson, C.

Food sovereignty education across the Americas: multiple origins, converging movements
By: Meek, D., Bradley, K., Ferguson, B., Hoey, L., Morales, H., Rosset, P. & Tarlau, R.

Images of work, images of defiance: engaging migrant farm worker voice through community-based arts
By: Perry, J. A.



Working list of related readings

If you have other literature to suggest for this reference list, please send a full reference and a copy of the PDF if possible to Colin Anderson at

  • Barbosa, L. P. (2016). 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, 1-26.
  • 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. Winnipeg: 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. Evaluation and Program Planning, 54, 152–161.
  • 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.
  • Crosley, K. L. (2013). Advancing the Boundaries of Urban Environmental Education through the Food Justice Movement. Canadian Journal of Environmental Education.
  • 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.
  • Francis, C. A., Jordan, N., Porter, P., Breland, T. A., Lieblein, G., Salomonsson, L., … Langer, V. (2011). Innovative Education in Agroecology: Experiential Learning for a Sustainable Agriculture. Critical Reviews in Plant Sciences, 30, 226–237.
  • 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.
  • Francis, C., Østergaard, E., & Nicolaysen, A. M. (2015). Learning Agroecology through Involvement and Reflection. In E. V. Méndez, C. M. Bacon, R. Cohen, & Bliessman (Eds.), Agroecology: A Transdisciplinary, Participatory and Action-oriented Approach (p. 73).
  • 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.
  • 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.
  • Guthman, J. (2008). Bringing good food to others: investigating the subjects of alternative food practice. Cultural Geographies, 15, 431–447.
  • Levkoe, C.  (2006). Learning Democracy Through Food Justice Movements. Agriculture and Human Values 23 (1): 89-98.
  • 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.
  • Lieblein, G., Østergaard, E., & Francis, C. (2004). Becoming an Agroecologist through Action Education. International Journal of Agricultural Sustainability, 2(3), 147–153.
  • Martínez-Torres, M. E., & Rosset, P. M. (2014). Diálogo de saberesin La Vía Campesina: food sovereignty and agroecology. The Journal of Peasant Studies, 41, 979–997.
  • McCune, N., Reardon, J., & Rosset, P. (2014). Agroecological Formación in Rural Social Movements. Radical Teacher, 98, 31. doi:10.5195/rt.2014.71 Download Here.
  • 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.
  • Meek, D., & Tarlau, R. (2015). Critical Food Systems Education and the Question of Race. Journal of Agriculture, Food Systems, and Community Development, 1–5.
  • Meek, D., & Tarlau, R. (2016). Critical food systems education (CFSE): educating for food sovereignty. Agroecology and Sustainable Food Systems, 40(3), 237–260.
  • 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.
  • 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.
  • Pimbert, M. (2006). Transforming knowledge and ways of knowing for food sovereignty. IIED.
  • 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.
  • 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.
  • Sumner, J. (Ed.). (n.d.). Learning, Food, and Sustainability. Palgrave Macmillan.
  • Sumner, J., & Weaver, C. (2016). Pedagogical Encounters: Critical Food Pedagogy and Transformative Learning in the School and Community. In C. Anderson, J. Brady, & C. Levkoe (Eds.), Conversations in Food Studies. Winnipeg: University of Manitoba Press.
  • Warner, K. D. (2006). Extending agroecology: Grower participation in partnerships is key to social learning. Renewable Agriculture and Food Systems, 21(2), 84–94.

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