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Teaching the territory: agroecological pedagogy and popular movements

Author

Listed:
  • Nils McCune

    (University of Michigan)

  • Marlen Sánchez

    (La Vía Campesina of Central America
    Rural Workers’ Association (ATC) Nicaragua)

Abstract

This contribution traces the parallel development of two distinct approaches to peasant agroecological education: the peasant-to-peasant horizontal method that disseminated across Mesoamerica and the Caribbean beginning in the 1970s, and the political-agroecological training schools of combined consciousness-building and skill-formation that have been at the heart of the educational processes of member organizations of La Via Campesina since the 1990s. Applying a theoretical framework that incorporates territorial struggle, agroecology and popular education, we examine spatial and organizational aspects of each of these models for peasant education and movement-building. Recognizing that the models, their respective contexts, and the dialectical relationships therein have been in constant evolution, we share findings on the movement-place as a territorial system with socio-historical subjectivity, that is, peasant movements as territorially-embedded, collective historical actors. This leads to some conclusions in moving past educational theory that has centered upon individual subjects, and approaching a conception of territory as a subject of learning processes.

Suggested Citation

  • Nils McCune & Marlen Sánchez, 2019. "Teaching the territory: agroecological pedagogy and popular movements," Agriculture and Human Values, Springer;The Agriculture, Food, & Human Values Society (AFHVS), vol. 36(3), pages 595-610, September.
    • Handle: RePEc:spr:agrhuv:v:36:y:2019:i:3:d:10.1007_s10460-018-9853-9
    DOI: 10.1007/s10460-018-9853-9
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    Cited by:

    1. Ricardo Serra Borsatto & Vanilde Ferreira Souza-Esquerdo & Henrique Carmona Duval & Fernando Silveira Franco & Fabio Grigoletto, 2022. "Winning hearts and minds through a policy promoting the agroecological paradigm in universities," Agriculture and Human Values, Springer;The Agriculture, Food, & Human Values Society (AFHVS), vol. 39(1), pages 5-18, March.
    2. David Gallar-Hernández, 2021. "Forging Political Cadres for Re-Peasantization: Escuela de Acción Campesina (Spain)," Sustainability, MDPI, vol. 13(7), pages 1-31, April.
    3. Bacon, Christopher M. & Sundstrom, William A. & Stewart, Iris T. & Maurer, Ed & Kelley, Lisa C., 2021. "Towards smallholder food and water security: Climate variability in the context of multiple livelihood hazards in Nicaragua," World Development, Elsevier, vol. 143(C).
    4. Nathalia Hernández Vidal, 2022. "Pedagogies for seed sovereignty in Colombia: epistemic, territorial, and gendered dimensions," Agriculture and Human Values, Springer;The Agriculture, Food, & Human Values Society (AFHVS), vol. 39(4), pages 1217-1229, December.
    5. Tamar Diana Wilson, 2023. "Hegemony, Quasi-Counterhegemony, and Counterhegemony in Pesticide Use in Latin America With Special Reference to Mexico," Review of Radical Political Economics, Union for Radical Political Economics, vol. 55(3), pages 373-389, September.
    6. Susanne Freidberg, 2023. "Metrics and Mētis: work and practical knowledge in Agri-food sustainability governance," Agriculture and Human Values, Springer;The Agriculture, Food, & Human Values Society (AFHVS), vol. 40(1), pages 245-257, March.
    7. Colin R. Anderson & Chris Maughan & Michel P. Pimbert, 2019. "Transformative agroecology learning in Europe: building consciousness, skills and collective capacity for food sovereignty," Agriculture and Human Values, Springer;The Agriculture, Food, & Human Values Society (AFHVS), vol. 36(3), pages 531-547, September.

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