Transformative agroecology learning in Europe: building consciousness, skills and collective capacity for food sovereignty

Abstract

Agroecology has been proposed as a key building block for food sovereignty. This article examines the meaning, practices and potentials of 'transformative agroecology learning' as a collective strategy for food system transformation. Our study is based on our qualitative and action research with the European Coordination of Via Campesina to develop the European Agroecology Knowledge Exchange Network (EAKEN). This network is linked to the global network of La Via Campesina and builds on the strong experiences and traditions of popular education in Latin American peasant movements. Rather than focusing on agroecology education as a process of individual learning, we analyse how a transformative agroecology education can be strengthened as a critical repertoire of action used by social movements to advance food sovereignty. Our analysis contributes a new theory of transformative agroecology learning based on four key characteristics or qualities: horizontalism; diálogo de saberes (wisdom dialogues); combining practical and political knowledge; and building social movement networks. While these different elements of transformative agroecology learning were present across EAKEN, they were unevenly developed and, in many cases, not systematized. The framework can help to strategically and reflexively systematize and strengthen a transformative agroecology learning approach as a key building block for food sovereignty.

From Transition to Domains of Transformation: Getting to Sustainable and Just Food Systems through Agroecology

“…Supportive dynamics and conditions for the development of agroecological knowledge often exist outside of formal (educational) institutions in the networks, communities, and organizations of food producers. Horizontal processes of adult learning amongst food producers, often at a territorial level, have been central to the spread of agroecology [65][66][67]. Perhaps the most well-known example is the Paulo Freire-inspired farmer to farmer (campesino-a-campesino, CaC) methodology that originated in the 1980s in Central America.…”

“…A growing body of literature charts how participatory and transdisciplinary research approaches [71][72][73] succeed when they shift power away from professional experts, integrate different knowledges and ways of knowing, and involve strong participation of participants in research processes [74] and in the governance of research [73]. This approach has implications in the area of education, research, and extension with longstanding examples in the use of farmer field schools [75], citizen science, participatory action research, and other forms of participatory research approaches [65,71].…”

How Does Agroecology Contribute to the Transitions towards Social-Ecological Sustainability?

“…Approaches to learning and knowledge production and exchange should be transformative by challenging paradigms and worldviews and opening epistemological dialogues, based on horizontal training, peer-to-peer formats, diálogo de saberes, combination of practical and political knowledge [26], and intergenerational learning. Agroecology also entails a paradigm shift in training: from reductionist perspectives to integrated and holistic/systemic thinking, for instance in grazing practices that are adaptive, combining lessons on day-to-day skills and concepts with shifts in understanding (Contribution 10).…”

Introduction to the symposium on critical adult education in food movements: learning for transformation in and beyond food movements—the why, where, how and the what next?

“…Indeed, critical learning may be a prerequisite for deepening the transformative vision and praxis of social movements. For example, as the momentum for agroecology as an alternative paradigm for food and farming grows, so have the risks of co-optation and re-alignment with productivist, neoliberal and corporate-controlled farming (Anderson et al 2019;Giraldo and Rosset 2018;Rivera-Ferre 2017;Pimbert 2018a). Critical education is, more than ever, necessary to understand how to stay rooted in a transformative perspective for food, agriculture, and human values.…”