Transformative education in agroecology: student, teacher, and client involvement in colearning

Abstract Educational methods have evolved rapidly in agroecology, which is a complex and holistic field without a long history or the formal tradition of any single academic discipline. Definitions of agroecology have evolved from its initial conception as a marriage of agriculture with ecology, to...

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Autores principales:	Francis,Charles A., Nicolaysen,Anna Marie, Lieblein,Geir, Breland,Tor Arvid
Lenguaje:	English
Publicado:	Pontificia Universidad Católica de Chile.Facultad de Agronomía e Ingeniería Forestal 2020
Materias:	Administrator involvement colearning phenomenology stakeholder involvement student involvement
Acceso en línea:	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S2452-57312020000300280
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spelling	oai:scielo:S2452-573120200003002802021-01-21Transformative education in agroecology: student, teacher, and client involvement in colearningFrancis,Charles A.Nicolaysen,Anna MarieLieblein,GeirBreland,Tor Arvid Administrator involvement colearning phenomenology stakeholder involvement student involvement Abstract Educational methods have evolved rapidly in agroecology, which is a complex and holistic field without a long history or the formal tradition of any single academic discipline. Definitions of agroecology have evolved from its initial conception as a marriage of agriculture with ecology, to an aggregation of different paths including science, practices, and movements, and recently as a broad appreciation of the ecology of food systems. In contrast with traditional courses that begin with a history of the discipline and review the contributions of early leaders, we have embraced phenomenology to firmly establish roots in students' learning through their experiences interacting with farmers and practitioners in food systems. We have pursued close collaborations among students, teachers, farmers, processors, retailers, consumers, and government officials to build ownership of the learning process in a transdisciplinary education model. Working together in the learning landscape, we have codeveloped visions of sustainable systems for the future. As a team, we are searching for meaning and applications to help advance substantial changes in the production and consumption of food and more importantly, a transformation in thinking about educational alternatives. Our learning program's focus is catalyzing the student journey by developing five competencies: observation, dialogue, participation, reflection, and visioning. Implementing the program requires fundamental changes towards colearning involving students, instructors, and stakeholders, plus modifications in the institutional environment. With well-focused skills and practice, our graduates are prepared to deal with a complex and unpredictable future, where many of the questions and challenges are yet to be discovered. By involving students and others in design, this becomes a process of empowering each participant to take responsibility for their education and preparing them for lifelong learning with the motivation to be an active and responsible agent of change.info:eu-repo/semantics/openAccessPontificia Universidad Católica de Chile.Facultad de Agronomía e Ingeniería ForestalInternational journal of agriculture and natural resources v.47 n.3 20202020-12-01text/htmlhttp://www.scielo.cl/scielo.php?script=sci_arttext&pid=S2452-57312020000300280en10.7764/ijanr.v47i3.2262
institution	Scielo Chile
collection	Scielo Chile
language	English
topic	Administrator involvement colearning phenomenology stakeholder involvement student involvement
spellingShingle	Administrator involvement colearning phenomenology stakeholder involvement student involvement Francis,Charles A. Nicolaysen,Anna Marie Lieblein,Geir Breland,Tor Arvid Transformative education in agroecology: student, teacher, and client involvement in colearning
description	Abstract Educational methods have evolved rapidly in agroecology, which is a complex and holistic field without a long history or the formal tradition of any single academic discipline. Definitions of agroecology have evolved from its initial conception as a marriage of agriculture with ecology, to an aggregation of different paths including science, practices, and movements, and recently as a broad appreciation of the ecology of food systems. In contrast with traditional courses that begin with a history of the discipline and review the contributions of early leaders, we have embraced phenomenology to firmly establish roots in students' learning through their experiences interacting with farmers and practitioners in food systems. We have pursued close collaborations among students, teachers, farmers, processors, retailers, consumers, and government officials to build ownership of the learning process in a transdisciplinary education model. Working together in the learning landscape, we have codeveloped visions of sustainable systems for the future. As a team, we are searching for meaning and applications to help advance substantial changes in the production and consumption of food and more importantly, a transformation in thinking about educational alternatives. Our learning program's focus is catalyzing the student journey by developing five competencies: observation, dialogue, participation, reflection, and visioning. Implementing the program requires fundamental changes towards colearning involving students, instructors, and stakeholders, plus modifications in the institutional environment. With well-focused skills and practice, our graduates are prepared to deal with a complex and unpredictable future, where many of the questions and challenges are yet to be discovered. By involving students and others in design, this becomes a process of empowering each participant to take responsibility for their education and preparing them for lifelong learning with the motivation to be an active and responsible agent of change.
author	Francis,Charles A. Nicolaysen,Anna Marie Lieblein,Geir Breland,Tor Arvid
author_facet	Francis,Charles A. Nicolaysen,Anna Marie Lieblein,Geir Breland,Tor Arvid
author_sort	Francis,Charles A.
title	Transformative education in agroecology: student, teacher, and client involvement in colearning
title_short	Transformative education in agroecology: student, teacher, and client involvement in colearning
title_full	Transformative education in agroecology: student, teacher, and client involvement in colearning
title_fullStr	Transformative education in agroecology: student, teacher, and client involvement in colearning
title_full_unstemmed	Transformative education in agroecology: student, teacher, and client involvement in colearning
title_sort	transformative education in agroecology: student, teacher, and client involvement in colearning
publisher	Pontificia Universidad Católica de Chile.Facultad de Agronomía e Ingeniería Forestal
publishDate	2020
url	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S2452-57312020000300280
work_keys_str_mv	AT francischarlesa transformativeeducationinagroecologystudentteacherandclientinvolvementincolearning AT nicolaysenannamarie transformativeeducationinagroecologystudentteacherandclientinvolvementincolearning AT liebleingeir transformativeeducationinagroecologystudentteacherandclientinvolvementincolearning AT brelandtorarvid transformativeeducationinagroecologystudentteacherandclientinvolvementincolearning
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Transformative education in agroecology: student, teacher, and client involvement in colearning

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