Phenomenon-Based Learning in Agroecology: A Prerequisite for Transdisciplinarity and Responsible Action

Francis, Charles; Breland, Tor Arvid; Østergaard, Edvin; Lieblein, Geir; Morse, Suzanne

doi:10.1080/10440046.2012.717905

Cited by 43 publications

(38 citation statements)

References 14 publications

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“…Examples from other continents include: the Campesino a Campesino movement in Central America (Holt Giménez 2006); action research on sustaining local food systems, biodiversity, and livelihoods in South India, Peru, Iran, and Indonesia (Fakih et al 2003 Pimbert et al in prep. ); "phenomenon-based learning," which engages students in an innovative pedagogical model for agroecological teaching and learning in real-world situations (Francis et al 2011;Francis et al 2013); and the social process methodology used in constructing sustainable peasant agriculture and food sovereignty in Cuba (Rosset et al 2011). …”

Section: Support Bottom-up Agroecological Research For Autonomous Leamentioning

confidence: 99%

Agroecological Research: Conforming—or Transforming the Dominant Agro-Food Regime?

Levidow

Pimbert

Vanloqueren

2014

Agroecology and Sustainable Food Systems

202

151

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SUMMARYAgroecology has three practical forms-a scientific discipline, an agricultural practice, and a social movement. Their integration has provided a collective-action mode for contesting the dominant agro-food regime and creating alternatives, especially through a linkage with food sovereignty. At the same time, agroecology has been recently adopted by some actors who also promote conventional agriculture. Agroecology can play different roles-either conforming to the dominant regime, or else helping to transform it-contingent on specific empowerment strategies. Tensions between "conform versus transform" roles can be identified in European agroecological research, especially in three areas: farm-level agroecosystems development; participatory plant breeding; and short food-supply chains remunerating agroecological methods. To play a transformative role, collaborative strategies need to go beyond the linear stereotype whereby scientists "transfer" technology or farmers "apply" scientific research results. To the extent that farmer-scientist alliances co-create and exchange knowledge, such gains can transform the research system.

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Section: Support Bottom-up Agroecological Research For Autonomous Leamentioning

confidence: 99%

Agroecological Research: Conforming—or Transforming the Dominant Agro-Food Regime?

Levidow

Pimbert

Vanloqueren

2014

Agroecology and Sustainable Food Systems

202

151

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“…The pedagogical basis of the course was experiential learning with situations "out there" placed in the center-not as examples of theory-but as starting points for the learning process, where theory and experiences should be linked [13,21]. To enable students to shift from a theory-based to an experience-based way of learning, it was important to engage and motivate the students right from the start, to place them and their learning process in the center of course activities [12].…”

Section: The Sustainable Agriculture Coursementioning

confidence: 99%

Facilitating Transformation and Competence Development in Sustainable Agriculture University Education: An Experiential and Action Oriented Approach

Migliorini

Lieblein

2016

Sustainability

Self Cite

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Abstract:The need to strengthen the connection between academia and society has received increased attention over the past years. The importance of bringing university students closer to stakeholders in society as part of their learning process is high regarding sustainable agriculture, because of its applied approach. University programs based on experiential and action-oriented learning have been developed over the past decades, but more knowledge is needed about the impact of these educational activities. In a short course in sustainable agriculture at the University of Gastronomic Sciences in Bra, Italy, we examined the impacts of experiential and action-oriented learning on competency development as well as transformational impacts on the students. We found that students improve on several core competences as a result of their participation in the short course, and also signs of deep transformational processes among the students.

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“…Three teachers created an integrated unit based on phenomenon-based learning [33]. Energy is discussed in all the courses, but from different viewpoints.…”

Section: Energy In Ecosystemmentioning

confidence: 99%

Teacher Learning within a Multinational Project in an Upper Secondary School

Ilomäki

Lakkala

Toom

et al. 2017

Education Research International

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In this case study, we investigated teachers' professional learning within a multinational project in an upper secondary school. The aim of the study was to investigate how the participating teachers adopted and applied the trialogical approach (TLA) in their pedagogical practices and their challenges in doing that. The mixed method approach was used for data collection and analysis. About one-fourth of the teachers participated in the activities, ten females and three males. Three groups were identified, based on their activity in the project: pilot teachers, active adopters, and adopters. Altogether 79 students (38 males and 41 females) answered a questionnaire concerning the pedagogical practices. The pedagogical revisions were well in line with TLA; the revised courses as well as new iterations and new ideas were indicators of the teachers' creative implementation processes. However, some of the TLA ideas were more difficult to apply in an upper secondary school context; for example, the implementation of ideas involving crossfertilization with other organizations and cultures was rare. In order to learn new pedagogical practices, teachers need organized time for collaborative planning, for reflecting, and for sharing.

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Phenomenon-Based Learning in Agroecology: A Prerequisite for Transdisciplinarity and Responsible Action

Cited by 43 publications

References 14 publications

Agroecological Research: Conforming—or Transforming the Dominant Agro-Food Regime?

Agroecological Research: Conforming—or Transforming the Dominant Agro-Food Regime?

Facilitating Transformation and Competence Development in Sustainable Agriculture University Education: An Experiential and Action Oriented Approach

Teacher Learning within a Multinational Project in an Upper Secondary School

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