The notion of fairness is frequently invoked in the context of food and agriculture, whether in terms of a fair marketplace, fair treatment of workers, or fair prices for consumers. In 2009, the Kellogg Foundation named fairness as one of four key characteristics of a “good” food system. The concept of fairness, however, is difficult to define and measure. The purpose of this study is to explore the notion of fairness, particularly as it is understood within alternative food dialogues. Specifically, (...) we wanted to answer the question of how alternative food entrepreneurs who are working to actualize fairness within local food networks understand this abstract notion. Using a multiple case study approach, the research for this project draws on semi-structured interviews that were conducted with key stakeholders in four alternative food businesses throughout the Midwest. (shrink)

School gardens and garden-based learning continue to gain great popularity in the United States, and their pedagogical potential, and ability to impact students’ fruit and vegetable consumption and activity levels have been well-documented. Less examined is their potential to be agents of food system reskilling and transformation. Though producer and consumer are inextricably linked in the food system, and deskilling of one directly influences the other, theorists often focus on production-centered and consumption-centered deskilling separately. However, in a school garden, the (...) production/consumption disconnect is erased, by virtue of the design of the site itself and how it is utilized by the actors within it. School gardens provide the critical component of education in alternative food networks, and contribute to the producer/consumer reskilling that is a necessary part of food system transformation. We conducted a case study of an established school garden program during its transition from autonomous non-profit to official, district-funded program of a rural school district in the Midwest. By participating in the full “seed to plate” life cycle of a garden crop, students in the garden were actively involved in the reconnection of producer and consumer, while educators were fostering in students an appreciation for fresh, healthy foods and actively challenging the “McDonaldization” of both students’ diets and education. Based upon these findings, we argue that school gardens in rural areas could leverage the dominant role of rural America in developing and shifting food system paradigms. (shrink)

The fairness of agricultural markets is frequently invoked, especially by farmers. But fairness is difficult to define and measure. In this paper we link fairness and power with the concept of constrained choice to develop a framework for assessing fairness in agricultural markets. We use network exchange theory to define power from the dependencies that exist in agricultural networks. The structure of agricultural networks and the options that agricultural producers have to participate in agricultural networks affect the degree to which (...) they are dependent on others within the network. Dependency, in turn, affects the choices that agricultural producers have. We consider both the number and nature of these choices. We argue that constraining or limiting choices—both in number and type—violates principles of justice. Importantly, network exchange theory provides a method for assessing constraints in choices and, hence, the fairness of agricultural markets. Such an assessment could potentially lead to new policies that safeguard the liberties of marketplace participants. We present a brief case to illustrate how this framework can inform on the fairness of agricultural markets and conclude with considerations of what this means for policy, particularly in the arena of anti-trust. (shrink)

In this paper we consider the question of whether middle-scale farmers, which we define as producers generating between $100,000 and $250,000 in sales annually, are better agricultural stewards than small and large-scale producers. Our study is motivated by the argument of some commentators that farmers of this class ought to be protected in part because of the unique attitudes and values they possess regarding what constitutes a “good farmer.” We present results of a survey of Missouri farmers designed to assess (...) farmer attitudes and values regarding a variety of indicators of farmer stewardship, such as the most important issues in agriculture, environment, and treatment of farm animals, perspectives on the past and future of agriculture, and ethical behavior. We find little evidence that farmers-of-the-middle are particularly noteworthy in these regards. We do find evidence, however, that middle-scale farmers are more pessimistic and anxious about their role in the future of agriculture. (shrink)

Future practitioners of sustainable agriculture and agroecology must have the capacity to address the wicked problems in the food system to make progress toward sustainability. Undergraduate sustainable agriculture students from a variety of backgrounds may struggle with the question, is the challenging and complex work of addressing wicked problems of agroecology for me? Our case study investigated sociocultural tensions associated with identity encountered when wicked problems teaching units were integrated into the Advanced Practices of Sustainable Agriculture course at a large, (...) Midwestern Land Grant University. The research and course employed a four-part framework that focused on attending to individual needs and identities, facilitating practice-based and community-based learning, engaging in problems situated in regional contexts, and supporting awareness of local and global political and ecological issues. Researchers used a community of practice theoretical lens, and focused on the sociocultural tensions that may have impacted individual and community identity formation. Two wicked problems teaching units are described by drawing upon documentation and audio recordings from planning meetings, course sessions, student and instructor interviews, and course artifacts. Vignettes were constructed to situate four interrelated types of sociocultural tensions encountered by instructors and students. These tensions reflected forces at the individual, community, local, and global levels which interact to influence learners’ capacity to become full participants in sustainable agriculture. The study fills a gap related to affective dimensions of learning like identity in agroecology education. Dilemmas and implications related to identity, pedagogy, and epistemology are discussed. (shrink)

The development and utility of genetically modified crops for smallholders around the world is controversial. Critical questions include what traits and crops are to be developed; how they can be adapted to smallholders’ ecological, social and economic contexts; which dissemination channels should be used to reach smallholders; and which policy environments will enable the greatest benefits for smallholders and the rural poor. A key question is how the voices of smallholders who have experience with or desire to use GM technologies (...) enter the larger debate. Africa has the greatest number of smallholders and poor with the least exposure to GM crops. Because of the well-established use of GM crops in South Africa by commercial farmers, we formed a community of practice involving smallholders, extension, researchers, non-profits and agribusiness in KwaZulu-Natal to examine the conditions under which GM crops are used by smallholders, how smallholders interact with GM technologies and what insights smallholders and other stakeholders can provide regarding these questions. One of the advantages of the CoP approach is that it brings stakeholders together in a non-hierarchical way that encourages new ways of thinking and new partnerships. Such interaction around a specific project can enhance the voice of smallholders in a variety of ways. In our project, smallholder participants have increased their knowledge and can make better decisions about GM technologies, which had been barriers for them. Notably, they have also improved their knowledge of maize production practices, accessed new practice networks, and met new researchers and resource providers. They are now being integrated into these networks in a way that should improve their livelihoods and make the wants and needs of smallholders better known. Such knowledge and experience has improved their voice in agriculture and rural development discussions. (shrink)

We consider the implications of trends in the number of U.S. farmers and food imports on the question of what role U.S. farmers have in an increasingly global agrifood system. Our discussion stems from the argument some scholars have made that American consumers can import their food more cheaply from other countries than it can produce it. We consider the distinction between U.S. farmers and agriculture and the effect of the U.S. food footprint on developing nations to argue there might (...) be an important role for U.S. farmers, even if it appears Americans don’t need them. For instance, we may need to protect U.S. farmland and, by implication, U.S. farmers, for future food security needs both domestic and international. We also explore the role of U.S. farmers by considering the question of whether food is a privilege or a right. Although Americans seem to accept that food is a privilege, many scholars and commentators argue that, at least on a global scale, food is a right, particularly for the world’s poor and hungry. If this is the case, then U.S. farmers might have a role in meeting the associated obligation to ensure that the poor of the world have enough food to eat. We look at the consequences of determining that food is a right versus a privilege and the implications of that decision for agricultural subsidies as well as U.S. agriculture and nutrition policies. (shrink)

The industrialization of agriculture not only alters the ways in which agricultural production occurs, but it also impacts the decisions farmers make in important ways. First, constraints created by the economic environment of farming limit what options a farmer has available to him. Second, because of the industrialization of agriculture and the resulting economic pressures it creates for farmers, the fact that decisions are constrained creates new ethical challenges for farmers. Having fewer options when faced with severe economic pressures is (...) a very different situation for farmers than having many options available. We discuss the implications of constrained choice and show that it increases the likelihood that farmers will consider unethical behavior. (shrink)