Food often features prominently in pedagogical projects designed to provide students with experiential education, service learning, or professional development opportunities. For example, in the US and Canada, school and community gardens are often seen as pedagogical sites that serve multiple purposes, from teaching science to encouraging healthy behavior. Outside of formal educational institutions, internships on farms provide spaces for professional training and education. Much geographic scholarship has critically examined the assumptions that underpin these pedagogical projects by pointing out how they reproduce broader social and spatial disparities. In this series of sessions, we seek to engage in a dialogue about how geographic practice advances, challenges, or transforms food pedagogies.
'Teaching the Geographies of Food and Agriculture I' will feature the listed presentations. They will be prerecorded and posted online in advance. To view the presentations, click on the link below.
'Teaching the Geographies of Food and Agriculture II' will include a roundtable discussion on the paper session presentations and other pressing issues affecting how we teach food and agriculture, such as the coronavirus pandemic. This virtual discussion will take place at the assigned time. To view directions on how to join the roundtable discussion, click on the link below.
|Discussant||Renata Blumberg Montclair State University||5|
|Panelist||Russell Hedberg Shippensburg University||10|
|Panelist||Barbara Gemmill-Herren Prescott College||10|
|Panelist||Ruth Sepulveda Marquez University College London||10|
|Discussant||Kirsten Valentine Cadieux Hamline University||10|
|Discussant||Charles Levkoe Lakehead University||10|
|Panelist||Kristin Reynolds Independent Scholar, New York, NY; Lecturer, The New School; Lecturer, Yale F&ES||10|
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