Innovative education in agroecology: experiential learning for a sustainable agriculture

TY - JOUR

T1 - Innovative education in agroecology

T2 - experiential learning for a sustainable agriculture

AU - Francis, C.A.

AU - Jordan, N.

AU - Porter, P.

AU - Breland, T.A.

AU - Lieblein, G.

AU - Salomonsson, L.

AU - Sriskandarajah, N.

AU - Wiedenhoeft, M.

AU - DeHaan, R.

AU - Braden, I.

AU - Langer, Vibeke

PY - 2011/1

Y1 - 2011/1

N2 - The transdisciplinary field of agroecology provides a platform for experiential learning based on an expanded vision of research on sustainable farming and food systems and the application of results in creating effective learning landscapes for students.With increased recognition of limitations of fossil fuels, fresh water, and available farmland, educators are changing focus fromstrategies to reach maximum yields to those that feature resource use efficiency and resilience of production systems in a less benign climate. To help students deal with complexity and uncertainty and a wide range of biological and social dimensions of the food challenge, a whole-systems approach that involves life-cycle analysis and consideration of long-term impacts of systems is essential. Seven educational case studies in the Nordic Region and the U.S. Midwest demonstrate how educators can incorporate theory of the ecology of food systems with the action learning component needed to develop student potentials to create responsible change in society. New roles of agroecology instructors and students are described as they pursue a co-learning strategy to develop and apply technology to assure the productivity and security of future food systems.

AB - The transdisciplinary field of agroecology provides a platform for experiential learning based on an expanded vision of research on sustainable farming and food systems and the application of results in creating effective learning landscapes for students.With increased recognition of limitations of fossil fuels, fresh water, and available farmland, educators are changing focus fromstrategies to reach maximum yields to those that feature resource use efficiency and resilience of production systems in a less benign climate. To help students deal with complexity and uncertainty and a wide range of biological and social dimensions of the food challenge, a whole-systems approach that involves life-cycle analysis and consideration of long-term impacts of systems is essential. Seven educational case studies in the Nordic Region and the U.S. Midwest demonstrate how educators can incorporate theory of the ecology of food systems with the action learning component needed to develop student potentials to create responsible change in society. New roles of agroecology instructors and students are described as they pursue a co-learning strategy to develop and apply technology to assure the productivity and security of future food systems.

U2 - 10.1080/07352689.2011.554497

DO - 10.1080/07352689.2011.554497

M3 - Journal article

SN - 0735-2689

VL - 30

SP - 226

EP - 237

JO - Critical Reviews in Plant Sciences

JF - Critical Reviews in Plant Sciences

IS - 1-2

ER -