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An emerging signature pedagogy for sustainable food systems education

Published online by Cambridge University Press:  24 April 2017

Will Valley ,
Hannah Wittman ,
Nicolas Jordan ,
Selena Ahmed  and
Ryan Galt
Will Valley*
Affiliation:
Centre for Sustainable Food Systems, University of British Columbia, Canada.
Hannah Wittman
Affiliation:
Centre for Sustainable Food Systems, University of British Columbia, Canada.
Nicolas Jordan
Affiliation:
Department of Agronomy and Plant Genetics, University of Minnesota, USA.
Selena Ahmed
Affiliation:
Sustainable Food and Bioenergy Systems, Montana State University, USA.
Ryan Galt
Affiliation:
Department of Human Ecology, University California Davis, USA.
*
*Corresponding author: will.valley@ubc.ca
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Abstract

Concerns are growing over the ability of the modern food system to simultaneously achieve food security and environmental sustainability in the face of global change. Yet, the dominant tendency within university settings to conceptualize and address diverse food system challenges as separate, disconnected issues is a key barrier to food system transformation. To address this fragmented approach, educators in North American institutes of higher education have begun new degree programs, specializations and certificates related to food systems. These programs, which we term sustainable food system education (SFSE) programs, have a common goal: to support post-secondary students across a range of disciplines in developing the knowledge, skills and dispositions to effectively address complex challenges in the food system. Graduates of these programs will be able to engage in collective action towards transforming the food system. As educators participating in flagship SFSE programs, we identify common pedagogical themes evident in SFSE programs, including our own. We then propose a signature pedagogy (SP) for sustainable food systems education. Signature pedagogies are conceptual models that identify the primary elements by which professional education in a specific field is designed, structured and implemented. On the basis of our analysis of SFSE programs, we identified systems thinking, multi-, inter- and trans-disciplinarity, use of experiential learning approaches and participation in collective action projects as central themes within a SFSE SP. By making these themes and their function explicit within a pedagogical framework, we seek to spur critical and creative thought regarding challenges of professional education in the field of sustainable food systems. Scholars and practitioners are encouraged to review, critique and implement our framework to advance the dialogue on SFSE theory and practice.

Keywords

sustainable food systems educationsignature pedagogysystems thinkinginterdisciplinarytransdisciplinaryexperiential learningcollective action
Type
Review Article
Information
Renewable Agriculture and Food Systems , Volume 33 , Issue 5 , October 2018 , pp. 467 - 480
Copyright
Copyright © Cambridge University Press 2017 

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