Category: ACE

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Secondary level re-entry of young Canadian adult learners

Author/s: Cassandra MacGregor, Thomas G. Ryan

Edition: Volume 51, Number 1, April 2011

Summary: This paper illuminates and details some of the traits, pressures and semi-autonomy of the young adult between the ages of 18 and 24 who must confront the barriers and challenges upon returning to secondary school within the high school and the adult education centre context. Focusing on these young adults is fundamentally important to begin to understand and appreciate the many variables such as gender, early school-leaving, re-entry and needs that impact students who are re-entering secondary school. We present the negative experiences that many of our young adult students have had in a manner that is summative yet touches on the underlying socio-economic challenges that have forced their hand and placed them not only at risk but caused them to leave the secondary school program before program completion. A number of personal insights and qualitative collective observations present an accurate picture of the situation in one central Ontario (Canada) site.

Keywords: secondary, adult learners, young adults, insights

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This article is part of AJAL, Volume 51_1. The entire volume is available in .pdf for purchase here.

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When traditions become innovations and innovations become traditions in everyday food pedagogies

Author/s: Helen Benny

Edition: Volume 52, Number 3, November 2012

Summary: This paper explores the way learning to cook remains important for the maintenance of ‘ethnic’ food traditions and how sharing food knowledge plays a role in intercultural exchanges. Continue reading “When traditions become innovations and innovations become traditions in everyday food pedagogies”

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Educational alternatives in food production, knowledge and consumption: The public pedagogies of Growing Power and Tsyunhehkw^

Author/s: Pierre Walter

Edition: Volume 52, Number 3, November 2012

Summary: This paper examines how two sites of adult learning in the food movement create educational alternatives to the dominant U.S. food system. Continue reading “Educational alternatives in food production, knowledge and consumption: The public pedagogies of Growing Power and Tsyunhehkw^”

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Pedagogies of doing good: Problematisations, authorities, technologies and teleologies in food activism

Author/s: Rick Flowers and Elaine Swan

Edition: Volume 52, Number 3, November 2012

Summary: In this paper, we apply a framework from Nikolas Rose to analyse the politics of ‘doing good’ in food activist education, what we call food pedagogies. Continue reading “Pedagogies of doing good: Problematisations, authorities, technologies and teleologies in food activism”

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Food pedagogies in Japan: From the implementation of the Basic Law on Food Education to Fukushima

Author/s: Cornelia Reiher

Edition: Volume 52, Number 3, November 2012

Summary: Japan’s Basic Law on Food Education (Shokuiku kihonhō) was enacted in June 2005 as a response to various concerns related to food and nutrition, such as food scandals, an increase in obesity and lifestyle-related diseases and an assumed loss of traditional food culture. Continue reading “Food pedagogies in Japan: From the implementation of the Basic Law on Food Education to Fukushima”

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A critical race and class analysis of learning in the organic farming movement

Author/s: Catherine Etmanski

Edition: Volume 52, Number 3, November 2012

Summary: The purpose of this paper is to add to a growing body of literature that critiques the whiteness of the organic farming movement and analyse potential ramifications of this if farmers are to be understood as educators. Given that farmers do not necessarily self-identify as educators, it is important to understand that in raising this critique, this paper is as much a challenge the author is extending to herself and other educators interested in food sovereignty as it is to members of the organic farming movement. This paper draws from the author’s personal experiences and interest in the small-scale organic farming movement. It provides a brief overview of this movement, which is followed by a discussion of anti-racist food scholarship that critically assesses the inequities and inconsistencies that have developed as a result of hegemonic whiteness within the movement. It then demonstrates how a movement of Indigenous food sovereignty is emerging parallel to the organic farming movement and how food sovereignty is directly related to empowerment through the reclamation of cultural, spiritual, and linguistic practices. Finally, it discusses the potential benefits of adult educators interested in the organic farming movement linking their efforts to a broader framework of food sovereignty, especially through learning to become better allies with Indigenous populations in different parts of the world.

Keywords: organic, farming, farmers, educators, food scholarship, Indigenous, adult

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This article is part of AJAL, Volume 52_3. The entire volume is available in .pdf for purchase here.