Agriculture Without Farmers? Constructions of and Resistances to Whiteness in Two Midwestern Agricultural Education Classrooms
Agriculture Without Farmers? Constructions of and Resistances to Whiteness in Two Midwestern Agricultural Education Classrooms
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211152032
- ISBN
- 9798383704042
- DDC
- 370
- 저자명
- Barr, Eva.
- 서명/저자
- Agriculture Without Farmers? Constructions of and Resistances to Whiteness in Two Midwestern Agricultural Education Classrooms
- 발행사항
- [Sl] : University of Minnesota, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 378 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-02, Section: B.
- 주기사항
- Advisor: Lensmire, Timothy;Hermes, Mary.
- 학위논문주기
- Thesis (Ph.D.)--University of Minnesota, 2024.
- 초록/해제
- 요약Drawing on two semesters of qualitative observation, interviews, and discourse analysis in the field, I wrestle with the contradictory tension between what is happening and what might be happening in Ag Ed classrooms in the "US" (Gilmore, 2022; Giroux, 1983). Heeding an essential problematic imbalance in white land ownership I explore what is happening in two Midwestern Ag Ed classrooms in the way of the cultural reproduction of and resistance to hegemonic whiteness. I find that Ag Ed classes in the Upper Midwest are preparing students for agricultural careers that are not about growing food. Vocational success leading to earning is prioritized over tangible agricultural experience that results in anything edible. I find contradictions in the term "production Ag" which does not include non-commodified food. I suggest that the removal of food production via the taboo language of "farming" from the Ag Ed classroom is a white technology that functions to legitimize commodity crop agribusiness as "agriculture" while food growing is delegitimized as "alternative" and not profitable. At the same time, I find that Ag Ed classrooms offer unique space for experiential, collaborative, outdoor learning, unlike any other school spaces (Croom, 2008; Hains et al., 2015; Roberts, 2006). Finally, in articulating what could be happening in Ag Ed classrooms, I draw on emancipatory pedagogy (Freire, 1975; Giroux, 1983; Kincheloe, 2008), critical (Indigenous and Black) feminist (Penniman, 2018; Simpson, 2014; Styres, et al, 2013; White, 2018) and agroecological literature (Montenegro de Wit, 2023; Plumwood,2008; Shiva, 1997), to consider how we might do "US" Ag Ed better, to, in Gilmore's words, produce social justice.
- 일반주제명
- Education
- 일반주제명
- Agriculture
- 일반주제명
- Pedagogy
- 일반주제명
- Food science
- 일반주제명
- Agricultural education
- 키워드
- Resistance
- 키워드
- Rural
- 키워드
- Food production
- 기타저자
- University of Minnesota Education Curriculum and Instruction
- 기본자료저록
- Dissertations Abstracts International. 86-02B.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520250211152032
■006m o d
■007cr#unu||||||||
■020 ▼a9798383704042
■035 ▼a(MiAaPQ)AAI31334430
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aBarr, Eva.
■24510▼aAgriculture Without Farmers? Constructions of and Resistances to Whiteness in Two Midwestern Agricultural Education Classrooms
■260 ▼a[Sl]▼bUniversity of Minnesota▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a378 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-02, Section: B.
■500 ▼aAdvisor: Lensmire, Timothy;Hermes, Mary.
■5021 ▼aThesis (Ph.D.)--University of Minnesota, 2024.
■520 ▼aDrawing on two semesters of qualitative observation, interviews, and discourse analysis in the field, I wrestle with the contradictory tension between what is happening and what might be happening in Ag Ed classrooms in the "US" (Gilmore, 2022; Giroux, 1983). Heeding an essential problematic imbalance in white land ownership I explore what is happening in two Midwestern Ag Ed classrooms in the way of the cultural reproduction of and resistance to hegemonic whiteness. I find that Ag Ed classes in the Upper Midwest are preparing students for agricultural careers that are not about growing food. Vocational success leading to earning is prioritized over tangible agricultural experience that results in anything edible. I find contradictions in the term "production Ag" which does not include non-commodified food. I suggest that the removal of food production via the taboo language of "farming" from the Ag Ed classroom is a white technology that functions to legitimize commodity crop agribusiness as "agriculture" while food growing is delegitimized as "alternative" and not profitable. At the same time, I find that Ag Ed classrooms offer unique space for experiential, collaborative, outdoor learning, unlike any other school spaces (Croom, 2008; Hains et al., 2015; Roberts, 2006). Finally, in articulating what could be happening in Ag Ed classrooms, I draw on emancipatory pedagogy (Freire, 1975; Giroux, 1983; Kincheloe, 2008), critical (Indigenous and Black) feminist (Penniman, 2018; Simpson, 2014; Styres, et al, 2013; White, 2018) and agroecological literature (Montenegro de Wit, 2023; Plumwood,2008; Shiva, 1997), to consider how we might do "US" Ag Ed better, to, in Gilmore's words, produce social justice.
■590 ▼aSchool code: 0130.
■650 4▼aEducation
■650 4▼aAgriculture
■650 4▼aPedagogy
■650 4▼aFood science
■650 4▼aAgricultural education
■653 ▼aCultural reproduction
■653 ▼aResistance
■653 ▼aRural
■653 ▼aHegemonic whiteness
■653 ▼aFood production
■690 ▼a0515
■690 ▼a0456
■690 ▼a0359
■690 ▼a0517
■690 ▼a0473
■71020▼aUniversity of Minnesota▼bEducation, Curriculum and Instruction.
■7730 ▼tDissertations Abstracts International▼g86-02B.
■790 ▼a0130
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17162606▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
