Public Scholarship and Community Engagement in Building Community Food Security: The Case of the University of Kentucky

Autor/inn/en	Tanaka, Keiko; Mooney, Patrick H.
Titel	Public Scholarship and Community Engagement in Building Community Food Security: The Case of the University of Kentucky
Quelle	In: Rural Sociology, 75 (2010) 4, S.560-583 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-0112
DOI	10.1111/j.1549-0831.2010.00029.x
Schlagwörter	School Community Relationship; Cooperation; Sociology; Food; Agriculture; Organizations (Groups); Universities; Honors Curriculum; Activism; Public Policy; Experiential Learning; Teaching Methods; Course Descriptions; Security (Psychology); Kentucky + Suchen Sie Ihr Suchwort? Co-operation; Kooperation; Soziologie; Lebensmittel; Landwirtschaft; University; Universität; Aktivismus; Politischer Protest; Öffentliche Ordnung; Experiental learning; Erfahrungsorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Kursstrukturplan; Security; Psychology; Sicherheit
Abstract	The current call for public scholarship and community engagement by universities and disciplinary organizations has created opportunities to develop innovative ways to integrate research, instruction, and outreach. This article discusses a collaboration among scholars at the University of Kentucky and alternative agrifood movement organizations that has evolved as they pursue an alternative agrifood system in Kentucky. This collaboration made instructional programs in sociology and the honors world food issues track places in which both students and instructors can examine "problems" of the conventional agrifood system, conduct research, and develop collaborative relationships with community activists. We draw on Burawoy's discussion of public sociology and its interface with professional, critical, and policy sociologies. Supplementing our discussion with literature from social movements and science studies, we demonstrate how this integrated approach can render sociological knowledge and skills useful as critical support of alternative agrifood movements. We argue that the "experiential classroom" is an excellent site for the critical examination within the agrifood movements of oppositional culture. This, in turn, makes possible students' recognition of injustice in the existing agrifood system. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10