INTERPAKS, Describes the cultural based nature of home economics that is a consequence of its particular development in the US. A male agricultural extension service, when transferred overseas, has cultural and value underpinnings that have made the content of training and technical expertise inappropriate or ineffective under conditions in developing countries. To an even greater extent home economics extension, which was aimed primarily at women, has had problems in developing countries in responding to the actual activities of women in rural settings. Home economics, both domestically and overseas, has traditionally ignored farm women's production work because it has had an implicit commitment to certain cultural norms about the proper role or women. These norms may have served some function during a time in the US when the sex ratio was heavily male-biased. In developing countries, however, where sex ratios in rural areas are often skewed toward females, male temporary migration is the rule rather than the exception, and women have traditionally been the producers of food. To be effective in providing a women-oriented extension service, must take into account both the productive and reproductive roles of women and serve to help women better integrate them in their activities.
James F. Evans Collection, The shared hopes of farm ownership in America motivated many Black farmers and educators during the nineteenth and early twentieth centuries. Although an independent Black yeomanry was not to be, and a host of factors have combined to remove Black Americans from farming, the quest has not been a vain one. Black land-grant institutions continue to redefine their mission in a changing world and in the process maintain their relevancy. (original).
Article first online: 18 July 2017, Via online journal., Farm to school programs have been positioned as interventions that can support goals of the global food sovereignty movement, including strengthening local food production systems, improving food access and food justice for urban populations, and reducing distancing between producers and consumers. However, there has been little assessment of how and to what extent farm to school programs can actually function as a mechanism leading to the achievement of food sovereignty. As implemented in North America, farm to school programs encompass activities not only related to school food procurement, but also to the development of student knowledge and skills under the framework of food literacy. Research on farm to school initiatives has largely been conducted in countries with government-supported national school feeding programs; this study examines farm to school organizing in Canada, where there is no national student nutrition program. Using qualitative fieldwork and document analysis, we investigate the farm to school movement in British Columbia, in a context where civil society concerns related to education and health have been the main vectors of farm to school mobilization. Our analysis suggests that, despite limited institutional infrastructure for school meals, the British Columbia farm to school movement has contributed toward realizing goals of food sovereignty through two main mechanisms: advocacy for institutional procurement of local and sustainable foods and mobilizing food literacy for increased public engagement with issues of social justice and equity in food systems.
Examines current and potential connections between the environmental sustainability of contemporary farming practices and the socioeconomic viability of rural communities.
