"Co-learning" among students, teachers, and farmers is crucial for preparing the next generation of agroecologists

Francis, Charles A., Nicolaysen, Anna Marie, Lieblein, Geir, & Breland, Tor Arvid. (2020). Transformative education in agroecology: student, teacher, and client involvement in colearning. International Journal of Agriculture and Natural Resources, 47(3), 280-294. 10.7764/ijanr.v47i3.2262

This article describes how teaching methods in agroecology have evolved, based on the authors' experiences teaching at the Norwegian University of Life Sciences. They explain that agroecology is a relatively new field that combines agriculture, ecology, and food systems studies. Because it's a new and complex subject, they've developed innovative ways to teach it.

The main teaching approach they use is called "phenomenology." This means they start by having students experience real farms and food systems, rather than beginning with theory in a classroom. Students visit farms, talk with farmers, and observe how farms work. This hands-on experience forms the foundation for their learning.

The authors emphasize five key skills they want students to develop:

  1. Observation: carefully watching and noticing details on farms
  2. Dialogue: talking with farmers and other food system professionals
  3. Participation: getting involved in farm work and projects
  4. Reflection: thinking deeply about what they've learned
  5. Visioning: imagining better future farming and food systems

An important aspect of their teaching method is what they call "colearning." This means that students, teachers, and farmers all learn together. The teachers don't see themselves as experts who know everything, but as guides who help students learn from various sources, including farmers' practical knowledge. The authors believe this approach better prepares students for their future careers. They say that in a world where information is easily available online, the role of teachers is changing. Instead of just providing information, teachers need to help students understand how to use information to solve real-world problems.

The article also discusses how this teaching method has been successful. They've been using it for over 20 years, and their program has grown to attract students from many countries. They've also helped start similar programs in other countries, including Sweden, France, India, Ethiopia, and Uganda.

However, the authors note some challenges. For example, some government agencies don't recognize agroecology as a formal field of study. There is also ongoing debate about the definition of agroecology and whether it should be considered a separate discipline or part of other agricultural sciences.

In conclusion, the authors argue that this hands-on, collaborative approach to teaching agroecology helps students develop the skills they need to address complex challenges in farming and food systems. They believe this method of "colearning" among students, teachers, and farmers is crucial for preparing the next generation of agroecologists.

The Bottom Line

This article looks at how teaching methods in agroecology have changed over the years. The researchers, who have been teaching agroecology in Norway, explain that they now start by having students work directly with farmers instead of just learning theory in classrooms. They believe this hands-on approach helps students understand complex farming and food systems better. The teaching method involves students, teachers, and farmers all learning together. Students develop skills in observing, talking with farmers, participating in farm work, thinking deeply about what they've learned, and imagining better future farming systems. The authors say this approach helps prepare students to deal with the complicated and unpredictable challenges they'll face in their careers.