Food Leadership: Leadership and Adult Learning for Global Food Systems Transformation (International Issues in Adult Education)

So much more than a human necessity, food is an entry point into a range of different topics: culture and tradition, health and well-being, small and large-scale business, ecology and politics, science and the arts, poverty and social justice, land use and civil society, global trade, Traditional Ecological Knowledge, and more. From seed to table, the policies and practices related to all aspects of the food cycle create rich sites for learning and multiple opportunities for leadership. Although the topic of food has been gaining momentum in the field of Adult Education over the past decade, food has been relatively underexplored in the field of Leadership Studies. The purpose of this book, therefore, is to deepen our understanding and knowledge about leadership and adult learning in food-related movements worldwide. With contributing authors representing four countries and various Indigenous groups, this book examines the diverse ways in which food activists, scholars, students, and practitioners are already demonstrating, debating, and documenting leadership and learning in the context of global food systems transformation. Furthermore, it documents how these actions are supporting the innovation needed to address the increasingly complex and interconnected socio-economic and environmental challenges associated with food and agriculture. Whereas much leadership theory continues to be developed from cases in business, social movements, or other, more traditional leadership sectors, this book invites leaders and educators to look to their plates and, by extension, to local, small-scale farmers and to nature itself as sources of inspiration in their work. TABLE OF CONTENTS......Page 6 FOREWORD......Page 8 REFERENCES......Page 9 INTRODUCTION:Leadership and Adult Learning for Global Food Systems Transformation......Page 10 THE CALL FOR GLOBAL FOOD SYSTEMS TRANSFORMATION......Page 11 Food and Adult Learning......Page 12 Food Leadership......Page 13 OVERVIEW OF THE CHAPTERS......Page 15 REFERENCES......Page 17 SECTION 1:INDIGENOUS FOOD SYSTEMS......Page 20 OVERVIEW OF THE ‘OUR SUSTENANCE’ PROGRAM......Page 21 WHAT FOOD SECURITY MEANS IN SIX NATIONS......Page 22 Food Options and Choice in Six Nations......Page 24 The role of Policy and Concern about Genetically Modified Foods......Page 26 The Three Sisters......Page 27 Mound Agriculture......Page 28 The Haudenosaunee Teaching of Interdependence......Page 29 BRINGING THE PAST AND THE PRESENT INTO THE FUTURE......Page 30 CONCLUSION......Page 32 REFERENCES......Page 33 2. INDIGENOUS KNOWLEDGE: Informal Learning and Food Security Practices among the Acholi People of Northern Uganda......Page 35 CONCEPTUAL FRAMEWORK......Page 36 Community-based Research......Page 37 Indigenous Knowledge......Page 38 Informal Learning......Page 39 Food Security......Page 40 Integration of Five Concepts......Page 41 DISCUSSION OF FINDINGS......Page 42 Food Production Methods......Page 43 Food Processing and Preservation Methods......Page 44 Wild Animal Hunting......Page 45 Domestic Animal and Poultry Rearing......Page 46 Food Sharing Practices......Page 48 Food and Spirituality......Page 49 CONCLUSION......Page 50 REFERENCES......Page 51 FORGETTING HOW TO FISH: EDUCATION, HISTORICAL TRAUMA, AND THELOSS OF INDIGENOUS FOOD SOVEREIGNTY......Page 54 Education, Historical Trauma and the Loss of Cultural Vitality......Page 55 Education and the Loss of Food Sovereignty: The Tohono O’odham Example......Page 56 A MODEL OF INDIGENOUS FOOD SOVEREIGNTY EDUCATION: NEWGENERATION OF O’ODHAM FARMERS......Page 59 TEACH A MAN TO FISH: TECHNICAL KNOWLEDGE AND PRACTICAL SKILLS......Page 60 DOES FISHING MAKE SENSE?—CRITICAL ANALYSIS AND EMPOWERMENT......Page 61 WHAT IF THE POND IS POLLUTED OR RUNS DRY?—SYSTEMS THINKING......Page 63 EAT THE FISH OR SELL IT?—FOOD SOVEREIGNTY OR GLOBAL FOOD SYSTEM......Page 65 NOTES......Page 67 REFERENCES......Page 68 SECTION 2: LEADERSHIP IN GLOBAL FOOD SYSTEMSTRANSFORMATION......Page 70 4. BEYOND POLICY: Race, Class, Leadership and Agenda-Setting inNorth American Food Policy Councils......Page 71 CONTEXT & METHODS......Page 72 FOOD POLICY COUNCILS: COMMUNITY COALITIONS OREXPERT ADVISORY BODIES?......Page 73 Stumbling Blocks to Food Justice: White Cultural Dominance and Privilege-Blindness......Page 74 Whose Agendas Do Food Policy Councils Advance?......Page 77 ARE WE ASKING TOO MUCH OF FOOD POLICY COUNCILS?......Page 79 Leadership Development for Civic Engagement......Page 81 Leadership Development for Inclusive Organizations......Page 82 Leadership Development for Inclusive Movement Building......Page 83 CONCLUSION......Page 84 REFERENCES......Page 85 5. DIGGING IN: Food Literacy Communication & Sustainability Advocacy inCommunity Sharing Gardens......Page 88 On a Community Mission: The Edible Garden Project......Page 89 The Project......Page 90 Capturing Learning in Action......Page 91 Growing Food is a Sensory Learning Experience......Page 92 Seeing is Believing so that You Can Remember......Page 94 Sustainability in Action......Page 95 Sharing Gardens Bind Comunity Actors and Blend Identities......Page 97 Performed Communication In-situ and Off-site Links Actions to Community Goals and Values......Page 99 Local Organic Production by Any Other Name......Page 100 Moving the Market Goal Post: Access among New Economic PerformanceParameters......Page 101 I Think and Learn, Therefore we Are: Individual Mindfulness Helps Reshape theCommunity Concept......Page 102 CONCLUSION......Page 103 REFERENCES......Page 104 6. GUJARAT AGRICULTURAL SUCCESS:A Case of a Transformational Leader or a Transactional Leader?......Page 107 LEADERSHIP: A THEORETICAL UNDERSTANDING......Page 108 CONTEXT OF THE STUDY......Page 109 Understanding the Policy......Page 110 Infrastructure Support: Power and Road Access......Page 111 The Disproportionate Impact of Infrastructure, Incentives, and Subsidies forEncouraging Commercial Crops......Page 112 The Core of the Policy Vision......Page 114 TRANSACTIONAL IN THE GARB OF PSEUDO-TRANSFORMATION......Page 115 After 2000: State and Elites Enter New Relation......Page 116 CONCLUSION......Page 117 REFERENCES......Page 118 SECTION 3: LEARNING IN GLOBAL FOOD SYSTEMSTRANSFORMATION......Page 121 7. OUT OF THE WILD AND INTO THE KITCHEN:Learning about Sustainability through Wild Food Products......Page 122 FOOD, ALTERNATIVE FOOD NETWORKS, AND WILD FOODS......Page 123 FOSTERING TRANSFORMATIVE LEARNING THROUGH WILD FOOD NETWORKS......Page 126 EXPERIENCES AND PERSPECTIVES OF WILD FOOD CONSUMERS......Page 127 CONCLUSIONS......Page 131 REFERENCES......Page 133 WORKPLACE LEARNING......Page 137 CRITICAL INSTITUTIONAL LITERACY AND THE RULING RELATIONS......Page 138 ACCESSING SPACE FOR NONPROFIT COMMUNITY GARDEN PROGRAMS......Page 140 Regulation of Garden Programmes Through Boss Texts......Page 141 Subsuming Poverty within Hunger......Page 144 Subsuming Hunger within Nonprofit Programmes......Page 146 CONCLUSION: WEEDING OUR CONCEPTUAL GARDENS......Page 149 REFERENCES......Page 151 THEMES EMERGING FROM THIS BOOK......Page 153 THE POSSIBLE FUTURES OF FOOD LEADERSHIP AND ADULT LEARNING......Page 155 Interrogating the Concept of Food Security......Page 156 Innovation and Impact of Food Security Initiatives......Page 158 Learning Leadership from the Practice of Permaculture......Page 161 REFERENCES......Page 163 INDEX......Page 166