Civic Engagement Through Civic Agriculture: Using Food to Link Classroom and Community
Identifieur interne : 001276 ( Istex/Corpus ); précédent : 001275; suivant : 001277Civic Engagement Through Civic Agriculture: Using Food to Link Classroom and Community
Auteurs : Wright D. WynneSource :
- Teaching Sociology [ 0092-055X ] ; 2006.
Abstract
The maximization of productivity and labor efficiency has been a hallmark of the American agriculture and food system. The result of these twin processes is an industrial, concentrated, and consolidated provisioning system that produces cheap and plentiful food. Many view this model as a panacea for providing food to a modern industrial workforce, yet, increasingly, others are identifying cracks in this system. Research shows that an abundant food supply from an industrial model of agriculture has hidden costs to farm family stability, rural community well-being, and human and ecosystem health. A recent turn in this research has shifted away from the identification of weaknesses toward the exploration of viable options to redesign the food system in a manner that ensures long term sustainability. Civic agriculture is one such model that includes community-embedded initiatives to re-localize agriculture in communities of place, while enhancing food security, literacy, safety, and rebuilding rural communities. In this paper, I detail an exercise to teach the concept of civic agriculture through the development of community-based learning in the form of global and local public learning communities, service-learning advocacy, and international exchange. To demonstrate the comparative nature of agriculture and food system changes, as well as emerging models of sustainability, I developed a partnership with a Hungarian class which allowed students to compare and contrast approaches to sustainable development and probe the role of history and culture as causal forces in these endeavors. I describe my efforts to develop this partnership and weave opportunities for service-learning advocacy into the curriculum.
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DOI: 10.1177/0092055X0603400302
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<record><TEI wicri:istexFullTextTei="biblStruct"><teiHeader><fileDesc><titleStmt><title xml:lang="en">Civic Engagement Through Civic Agriculture: Using Food to Link Classroom and Community</title><author wicri:is="90%"><name sortKey="Wynne, Wright D" sort="Wynne, Wright D" uniqKey="Wynne W" first="Wright D." last="Wynne">Wright D. Wynne</name><affiliation><mods:affiliation>Wynne Wright is an assistant professor of rural sociology at Michigan State University. She is currently a visiting Fulbright Scholar in Gödöllo, Hungary. Her research interests are in the areas of the restructuring of food and agriculture networks, globalization/international development, social movements and political sociology. She teaches the sociology of food and agriculture.</mods:affiliation></affiliation><affiliation><mods:affiliation>Michigan State University, Department of Community, Agriculture, Recreation, and Resource Studies, 308 Natural Resources, East Lansing, MI 48824;</mods:affiliation></affiliation><affiliation><mods:affiliation>E-mail: wrightwy@anr.msu.edu</mods:affiliation></affiliation></author></titleStmt><publicationStmt><idno type="wicri:source">ISTEX</idno><idno type="RBID">ISTEX:68706A7127C79A1A715F2FB853CC98C1EB78111E</idno><date when="2006" year="2006">2006</date><idno type="doi">10.1177/0092055X0603400302</idno><idno type="url">https://api.istex.fr/document/68706A7127C79A1A715F2FB853CC98C1EB78111E/fulltext/pdf</idno><idno type="wicri:Area/Istex/Corpus">001276</idno><idno type="wicri:explorRef" wicri:stream="Istex" wicri:step="Corpus" wicri:corpus="ISTEX">001276</idno></publicationStmt><sourceDesc><biblStruct><analytic><title level="a" type="main" xml:lang="en">Civic Engagement Through Civic Agriculture: Using Food to Link Classroom and Community</title><author wicri:is="90%"><name sortKey="Wynne, Wright D" sort="Wynne, Wright D" uniqKey="Wynne W" first="Wright D." last="Wynne">Wright D. Wynne</name><affiliation><mods:affiliation>Wynne Wright is an assistant professor of rural sociology at Michigan State University. She is currently a visiting Fulbright Scholar in Gödöllo, Hungary. Her research interests are in the areas of the restructuring of food and agriculture networks, globalization/international development, social movements and political sociology. 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The result of these twin processes is an industrial, concentrated, and consolidated provisioning system that produces cheap and plentiful food. Many view this model as a panacea for providing food to a modern industrial workforce, yet, increasingly, others are identifying cracks in this system. Research shows that an abundant food supply from an industrial model of agriculture has hidden costs to farm family stability, rural community well-being, and human and ecosystem health. A recent turn in this research has shifted away from the identification of weaknesses toward the exploration of viable options to redesign the food system in a manner that ensures long term sustainability. Civic agriculture is one such model that includes community-embedded initiatives to re-localize agriculture in communities of place, while enhancing food security, literacy, safety, and rebuilding rural communities. In this paper, I detail an exercise to teach the concept of civic agriculture through the development of community-based learning in the form of global and local public learning communities, service-learning advocacy, and international exchange. To demonstrate the comparative nature of agriculture and food system changes, as well as emerging models of sustainability, I developed a partnership with a Hungarian class which allowed students to compare and contrast approaches to sustainable development and probe the role of history and culture as causal forces in these endeavors. I describe my efforts to develop this partnership and weave opportunities for service-learning advocacy into the curriculum.</div></front></TEI><istex><corpusName>sage</corpusName><author><json:item><name>Wright D. Wynne</name><affiliations><json:string>Wynne Wright is an assistant professor of rural sociology at Michigan State University. She is currently a visiting Fulbright Scholar in Gödöllo, Hungary. 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Many view this model as a panacea for providing food to a modern industrial workforce, yet, increasingly, others are identifying cracks in this system. Research shows that an abundant food supply from an industrial model of agriculture has hidden costs to farm family stability, rural community well-being, and human and ecosystem health. A recent turn in this research has shifted away from the identification of weaknesses toward the exploration of viable options to redesign the food system in a manner that ensures long term sustainability. Civic agriculture is one such model that includes community-embedded initiatives to re-localize agriculture in communities of place, while enhancing food security, literacy, safety, and rebuilding rural communities. In this paper, I detail an exercise to teach the concept of civic agriculture through the development of community-based learning in the form of global and local public learning communities, service-learning advocacy, and international exchange. To demonstrate the comparative nature of agriculture and food system changes, as well as emerging models of sustainability, I developed a partnership with a Hungarian class which allowed students to compare and contrast approaches to sustainable development and probe the role of history and culture as causal forces in these endeavors. 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She is currently a visiting Fulbright Scholar in Gödöllo, Hungary. Her research interests are in the areas of the restructuring of food and agriculture networks, globalization/international development, social movements and political sociology. She teaches the sociology of food and agriculture.</affiliation><affiliation>Michigan State University, Department of Community, Agriculture, Recreation, and Resource Studies, 308 Natural Resources, East Lansing, MI 48824;</affiliation></author></analytic><monogr><title level="j">Teaching Sociology</title><title level="j" type="abbrev">Teach Sociol</title><idno type="pISSN">0092-055X</idno><idno type="eISSN">1939-862X</idno><imprint><publisher>SAGE Publications</publisher><pubPlace>Sage CA: Los Angeles, CA</pubPlace><date type="published" when="2006"></date><biblScope unit="volume">34</biblScope><biblScope unit="issue">3</biblScope><biblScope unit="page" from="224">224</biblScope><biblScope unit="page" to="235">235</biblScope></imprint></monogr><idno type="istex">68706A7127C79A1A715F2FB853CC98C1EB78111E</idno><idno type="DOI">10.1177/0092055X0603400302</idno><idno type="ArticleID">10.1177_0092055X0603400302</idno></biblStruct></sourceDesc></fileDesc><profileDesc><creation><date>2006</date></creation><langUsage><language ident="en">en</language></langUsage><abstract xml:lang="en"><p>The maximization of productivity and labor efficiency has been a hallmark of the American agriculture and food system. The result of these twin processes is an industrial, concentrated, and consolidated provisioning system that produces cheap and plentiful food. Many view this model as a panacea for providing food to a modern industrial workforce, yet, increasingly, others are identifying cracks in this system. Research shows that an abundant food supply from an industrial model of agriculture has hidden costs to farm family stability, rural community well-being, and human and ecosystem health. A recent turn in this research has shifted away from the identification of weaknesses toward the exploration of viable options to redesign the food system in a manner that ensures long term sustainability. Civic agriculture is one such model that includes community-embedded initiatives to re-localize agriculture in communities of place, while enhancing food security, literacy, safety, and rebuilding rural communities. In this paper, I detail an exercise to teach the concept of civic agriculture through the development of community-based learning in the form of global and local public learning communities, service-learning advocacy, and international exchange. To demonstrate the comparative nature of agriculture and food system changes, as well as emerging models of sustainability, I developed a partnership with a Hungarian class which allowed students to compare and contrast approaches to sustainable development and probe the role of history and culture as causal forces in these endeavors. I describe my efforts to develop this partnership and weave opportunities for service-learning advocacy into the curriculum.</p></abstract></profileDesc><revisionDesc><change when="2006">Published</change></revisionDesc></teiHeader></istex:fulltextTEI><json:item><extension>txt</extension><original>false</original><mimetype>text/plain</mimetype><uri>https://api.istex.fr/document/68706A7127C79A1A715F2FB853CC98C1EB78111E/fulltext/txt</uri></json:item></fulltext><metadata><istex:metadataXml wicri:clean="corpus sage not found" wicri:toSee="no header"><istex:xmlDeclaration>version="1.0" encoding="UTF-8"</istex:xmlDeclaration><istex:docType PUBLIC="-//NLM//DTD Journal Publishing DTD v2.3 20070202//EN" URI="journalpublishing.dtd" name="istex:docType"></istex:docType><istex:document><article article-type="review-article" dtd-version="2.3" xml:lang="EN"><front><journal-meta><journal-id journal-id-type="publisher-id">TSO</journal-id><journal-id journal-id-type="hwp">sptso</journal-id><journal-id journal-id-type="nlm-ta">Teach Sociol</journal-id><journal-title>Teaching Sociology</journal-title><issn pub-type="ppub">0092-055X</issn><issn pub-type="epub">1939-862X</issn><publisher><publisher-name>SAGE Publications</publisher-name><publisher-loc>Sage CA: Los Angeles, CA</publisher-loc></publisher></journal-meta><article-meta><article-id pub-id-type="doi">10.1177/0092055X0603400302</article-id><article-id pub-id-type="publisher-id">10.1177_0092055X0603400302</article-id><article-categories><subj-group subj-group-type="heading"><subject>Articles</subject></subj-group></article-categories><title-group><article-title>Civic Engagement Through Civic Agriculture: Using Food to Link Classroom and Community</article-title></title-group><contrib-group><contrib contrib-type="author" xlink:type="simple"><name name-style="western"><surname>Wynne</surname><given-names>Wright D.</given-names></name><xref ref-type="aff" rid="aff1-0092055X0603400302">1</xref><xref ref-type="corresp" rid="corresp1-0092055X0603400302"></xref></contrib></contrib-group><aff id="aff1-0092055X0603400302"><label>1</label>Wynne Wright is an assistant professor of rural sociology at Michigan State University. She is currently a visiting Fulbright Scholar in Gödöllo, Hungary. Her research interests are in the areas of the restructuring of food and agriculture networks, globalization/international development, social movements and political sociology. She teaches the sociology of food and agriculture.</aff><author-notes><corresp id="corresp1-0092055X0603400302">Michigan State University, Department of Community, Agriculture, Recreation, and Resource Studies, 308 Natural Resources, East Lansing, MI 48824; e-mail: <email xlink:href="wrightwy@anr.msu.edu" xlink:type="simple">wrightwy@anr.msu.edu</email>.</corresp></author-notes><pub-date pub-type="epub-ppub"><month>7</month><year>2006</year></pub-date><volume>34</volume><issue>3</issue><fpage>224</fpage><lpage>235</lpage><permissions><copyright-statement>© 2006 American Sociological Association</copyright-statement><copyright-year>2006</copyright-year><copyright-holder content-type="society">American Sociological Association</copyright-holder></permissions><abstract><p><italic>The maximization of productivity and labor efficiency has been a hallmark of the American agriculture and food system. The result of these twin processes is an industrial, concentrated, and consolidated provisioning system that produces cheap and plentiful food. Many view this model as a panacea for providing food to a modern industrial workforce, yet, increasingly, others are identifying cracks in this system. Research shows that an abundant food supply from an industrial model of agriculture has hidden costs to farm family stability, rural community well-being, and human and ecosystem health. A recent turn in this research has shifted away from the identification of weaknesses toward the exploration of viable options to redesign the food system in a manner that ensures long term sustainability. Civic agriculture is one such model that includes community-embedded initiatives to re-localize agriculture in communities of place, while enhancing food security, literacy, safety, and rebuilding rural communities. In this paper, I detail an exercise to teach the concept of civic agriculture through the development of community-based learning in the form of global and local public learning communities, service-learning advocacy, and international exchange. To demonstrate the comparative nature of agriculture and food system changes, as well as emerging models of sustainability, I developed a partnership with a Hungarian class which allowed students to compare and contrast approaches to sustainable development and probe the role of history and culture as causal forces in these endeavors. I describe my efforts to develop this partnership and weave opportunities for service-learning advocacy into the curriculum.</italic></p></abstract></article-meta></front><back><ref-list><title>References</title><ref id="bibr1-0092055X0603400302"><citation citation-type="other" xlink:type="simple"><collab xlink:type="simple">American Obesity Association.</collab><year>2005</year>. “<source>Obesity in the U.S.</source>” <publisher-name>American Obesity Association</publisher-name>. 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She is currently a visiting Fulbright Scholar in Gödöllo, Hungary. Her research interests are in the areas of the restructuring of food and agriculture networks, globalization/international development, social movements and political sociology. She teaches the sociology of food and agriculture.</affiliation><affiliation>Michigan State University, Department of Community, Agriculture, Recreation, and Resource Studies, 308 Natural Resources, East Lansing, MI 48824;</affiliation><affiliation>E-mail: wrightwy@anr.msu.edu</affiliation></name><typeOfResource>text</typeOfResource><genre type="review-article" displayLabel="review-article"></genre><originInfo><publisher>SAGE Publications</publisher><place><placeTerm type="text">Sage CA: Los Angeles, CA</placeTerm></place><dateIssued encoding="w3cdtf">2006</dateIssued><copyrightDate encoding="w3cdtf">2006</copyrightDate></originInfo><language><languageTerm type="code" authority="iso639-2b">eng</languageTerm><languageTerm type="code" authority="rfc3066">en</languageTerm></language><physicalDescription><internetMediaType>text/html</internetMediaType></physicalDescription><abstract lang="en">The maximization of productivity and labor efficiency has been a hallmark of the American agriculture and food system. The result of these twin processes is an industrial, concentrated, and consolidated provisioning system that produces cheap and plentiful food. Many view this model as a panacea for providing food to a modern industrial workforce, yet, increasingly, others are identifying cracks in this system. Research shows that an abundant food supply from an industrial model of agriculture has hidden costs to farm family stability, rural community well-being, and human and ecosystem health. A recent turn in this research has shifted away from the identification of weaknesses toward the exploration of viable options to redesign the food system in a manner that ensures long term sustainability. Civic agriculture is one such model that includes community-embedded initiatives to re-localize agriculture in communities of place, while enhancing food security, literacy, safety, and rebuilding rural communities. In this paper, I detail an exercise to teach the concept of civic agriculture through the development of community-based learning in the form of global and local public learning communities, service-learning advocacy, and international exchange. To demonstrate the comparative nature of agriculture and food system changes, as well as emerging models of sustainability, I developed a partnership with a Hungarian class which allowed students to compare and contrast approaches to sustainable development and probe the role of history and culture as causal forces in these endeavors. I describe my efforts to develop this partnership and weave opportunities for service-learning advocacy into the curriculum.</abstract><relatedItem type="host"><titleInfo><title>Teaching Sociology</title></titleInfo><titleInfo type="abbreviated"><title>Teach Sociol</title></titleInfo><genre type="journal">journal</genre><identifier type="ISSN">0092-055X</identifier><identifier type="eISSN">1939-862X</identifier><identifier type="PublisherID">TSO</identifier><identifier type="PublisherID-hwp">sptso</identifier><identifier type="PublisherID-nlm-ta">Teach Sociol</identifier><part><date>2006</date><detail type="volume"><caption>vol.</caption><number>34</number></detail><detail type="issue"><caption>no.</caption><number>3</number></detail><extent unit="pages"><start>224</start><end>235</end></extent></part></relatedItem><identifier type="istex">68706A7127C79A1A715F2FB853CC98C1EB78111E</identifier><identifier type="DOI">10.1177/0092055X0603400302</identifier><identifier type="ArticleID">10.1177_0092055X0603400302</identifier><accessCondition type="use and reproduction" contentType="copyright">© 2006 American Sociological Association</accessCondition><recordInfo><recordContentSource>SAGE</recordContentSource><recordOrigin>American Sociological Association</recordOrigin></recordInfo></mods></metadata><serie></serie></istex></record>Pour manipuler ce document sous Unix (Dilib)
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