Addressing social inequities has been recognized as foundational to transforming food systems. Activists and scholars have critiqued food movements as lacking an orientation towards addressing issues of social justice. To address issues of inequity, sustainable food systems education (SFSE) programs will have to increase students’ equity-related capabilities. Our first objective in this paper is to determine the extent to which SFSE programs in the USA and Canada address equity. We identified 108 programs and reviewed their public facing documents for an explicit focus on equity. We found that roughly 80% of universities with SFSE programs do not provide evidence that they explicitly include equity in their curricula. Our second objective is to propose an equity competency model based on literature from multiple fields and perspectives. This entails dimensions related to knowledge of self; knowledge of others and one’s interactions with them; knowledge of systems of oppression and inequities; and the drive to embrace and create strategies and tactics for dismantling racism and other forms of inequity. Integrating our equity competency model into SFSE curricula can support the development of future professionals capable of dismantling inequity in the food system. We understand that to integrate an equity competency in our curricula will require commitment to build will and skill not only of our students, but our faculty, and entire university communities.

No abstract

The COVID-19 pandemic has claimed hundreds of thousands of lives and cost economies trillions of dollars. Yet state responses have done little to address the negative externalities of the corporate food regime, which has contributed to, and exacerbated, the impacts of the pandemic. In this paper, we build on calls from the grassroots for states to undertake a strategic dismantling of the corporate food regime through redistributive policies and actions across scales, financed through reparations by key actors in the corporate food regime. We present a strategic policy framework drawn from the food sovereignty movement, outlined here as the “5Ds of Redistribution”: Decolonization, Decarbonization, Diversification, Democratization, and Decommodification. We then consider what would need to occur post-redistribution to ensure that the corporate food regime does not re-emerge, and pose five guiding principles grounded in Indigenous food sover¬eignty to rebuild regenerative food systems, out¬lined here as the “5Rs of Regeneration”: Relation¬ality, Respect, Reciprocity, Responsibility, and Rights. Together these ten principles for redistri¬bution and regeneration provide a framework for food systems transformation after COVID-19.

We observe efforts in Sustainable Food Systems Education and Critical Food Systems Education literature to employ education in ways that seek social and environmental transformation of food systems. Here, we argue that forms of food systems education that are disconnected from awareness of their ontological roots are destined to reproduce the same food systems with the same consequences for life on Earth. This theoretical paper invites discussions that unpack “habits of being” underpinning modern/colonial conceptualizations of food system issues, transformation efforts, and pedagogies. We note the risk of reinscribing, within food systems education, specific onto-epistemological norms and values that are the root of multiple crises facing food systems (separability, global capital, nation-states, humanism). Using the metaphor of the “house that modernity built,” we invite scholars, teachers, learners, and other practitioners to bring explicit attention to how the ontology of Western modernity arises in discourses on food systems and is reproduced through food systems education. We begin by describing this ontological position and its dominance, situating how contemporary transformations in food systems education neglect ontological foundations, and enumerating a set of harms arising from this disavowal. As a beginning, we suggest that fields related to food systems are a compelling place to interrupt a habit of being that denies and disavows even the presence of ontological positions. Food systems educators within postsecondary institutions are entreated to develop their analyses and pedagogical approaches toward a more just and sustainable future that denaturalizes harmful and falsely universalized ontological foundations.

No abstract