David Meek

The spatial nature of learning is increasingly a focus of geographic inquiry. I argue that the spatiality of education, which is where formal learning occurs, has the potential to shape students’ spatial imaginaries. I analyze the role the spatiality of agronomic education plays in the historical construction of the social and physical landscape in southeastern Pará, Brazil. In opposing ways, the first Green Revolution, and agrarian social movements’ more recent agroecological Green Revolution are found to structure agronomic education and spatial imaginaries. The perspectives of agricultural extension agents trained in traditional agronomic programs are compared with teachers from an agroecological school located in an Amazonian agrarian reform settlement of Brazil's Landless Workers’ Movement. I collected these data over 17 months of ethnographic fieldwork. To analyze these data, I employ a political ecology of education perspective, which highlights how education and political economy interact to mediate relations with, access to, and contestations over natural resources. The geography of education and the education of geography exist in a complicated feedback cycle: Education is not neutral but ideologically charged and affects conceptions of productive landscapes, providing students intellectual and economic power to put their visions of landscape into effect.

The occupation of space is a key geographic tactic for social movements. In this article, we explore how movements’ explicit and everyday occupation of space exists along a continuum. Taken together, these occupations can function as part of a broader strategy of creating dialogic spaces for environmental knowledge production. Dialogic spaces have an educational function, and are intended to provoke critical dialogue and transformation within society. Drawing upon a political ecology of education framework, we show that these dialogic spaces are strategically occupied to help transform both material and immaterial territories. We evidence this argument by analyzing the Brazilian Landless Workers’ Movement’s (MST) Jornada de Agroecology (agroecological journey), which is a social movement meeting. Drawing upon data collected at the 2012 Jornada, we argue that the Jornada’s disparate spatial forms are part of a broader journey related to transforming not only space, but also what constitutes agroecology.

Food systems education can help individuals and communities transition to more sustainable food systems. Despite the growing scholarship on food systems education, there is a paucity of critical perspectives on its pedagogical methods, learning outcomes, and overarching objectives. This article addresses this gap by integrating insights from critical pedagogy, food justice, food sovereignty, and agroecology, developing a new synthetic area of study and research entitled critical food systems education (CFSE). CFSE is composed of a tripartite perspective, consisting of praxis, policy, and pedagogy. This framework is guided by the following overarching question: How can food systems education prepare individuals and teachers to transform the food system, and help communities attain food sovereignty? Following a review of the food systems education literature, we highlight the constraints of the depoliticized approach by drawing attention to its race and class-based assumptions. We then construct a definition of CFSE, and articulate the theoretical and practical cornerstones of this perspective, which are drawn from critical pedagogy, food justice, food sovereignty, and agroecology. A case study of a seed sovereignty project at a vocational high school associated with Brazil’s Landless Workers Movement is used to exemplify how CFSE can contribute to educating for food sovereignty.

Critical Food Systems Education and the Question of Race

In this contribution, I explore the importance of agroecological education in the Brazilian Landless Workers’ Movement (MST). I analyze how certain MST educational programs are based in a critical place-based pedagogy. This type of pedagogy can serve as a form of territoriality, influencing individuals’ interactions with the land. Drawing upon a political ecology of education perspective, I conclude that MST educators can serve as Gramscian ‘organic intellectuals’, by using a critical pedagogy of place as a form of territoriality to: (1) create a conception of place that is not discrete, but instead relational, and (2) advocate counter-hegemonic land usage.