Teaching an Interdisciplinary Course in Sustainable Food Systems: Science and History Meet in "A World That Works"

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Autor/inn/en	Blodgett, David M.; Feld, Marjorie N.
Titel	Teaching an Interdisciplinary Course in Sustainable Food Systems: Science and History Meet in "A World That Works"
Quelle	In: International Journal of Sustainability in Higher Education, 24 (2023) 9, S.138-158 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/IJSHE-02-2020-0044
Schlagwörter	Sustainable Development; Food; Course Descriptions; Case Studies; Food Standards; Interdisciplinary Approach; Team Teaching; Undergraduate Students; Business Administration Education; Agricultural Production; History Instruction; Science Instruction; Immigration; Hazardous Materials; Agricultural Laborers; Undocumented Immigrants; Comparative Analysis; Student Attitudes; Attitude Change; Teaching Methods; Instructional Effectiveness; Food Service + Suchen Sie Ihr Suchwort? Nachhaltige Entwicklung; Lebensmittel; Kursstrukturplan; Case study; Fallstudie; Case Study; Lebensmittelgesetz; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teamteaching; Agriculture; Production; Landwirtschaft; Produktion; Agrarproduktion; Landwirtschaftliche Produktion; History lessons; Geschichtsunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Hazardous substance; Gefahrstoff; Agricultural labourers; Landarbeiter; Illegaler Aufenthalt; Schülerverhalten; Attitudinal change; Einstellungsänderung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg
Abstract	Purpose: The sustainability of the global food system hinges on its environmental resiliency and safety, including the health and well-being of its labor force. Single disciplinary courses in liberal arts or science often fail to highlight the overlap between environmental and social vulnerabilities that lead to food insecurity and diminish the sustainability of food systems. This paper aims to present the design and delivery of a successfully co-taught, interdisciplinary module on agricultural labor and sustainable food systems as a case study. Design/methodology/approach: The authors designed a co-taught module in which they joined each other's respective history and science class sessions at the undergraduate business college where they teach. Innovating the cross-disciplinary content of food security, immigration status, labor exploitation and pesticide exposure, they approached sustainability from the disciplinary perspectives of labor history and environmental science to show how these elements had both unique and overlapping impacts across food systems levels. Comparisons between pre- and post-module survey responses, alongside assessments of a co-authored exam question, measured the effectiveness of this module is changing students' perspectives as food consumers and as citizens. Findings This module altered students' understanding and perspectives around issues of food systems sustainability. Assessments indicated that students increased their awareness of agricultural workers at the front end of the food system, during production; students also gained awareness beyond consumption as they came to see the connections between workforce invisibility and ecosystem degradation. Originality/value: These insights are valuable to educators at all institutional levels who seek to collaborate on sustainability initiatives and teaching, both in the singular, robust modules and in building modules that will lead to the development of entire courses focused on sustainability. The module described here builds on previous demonstrations of the value, significance and effectiveness of cross-disciplinary collaborations; it pioneers the use of the food system as the link between social and environmental sustainability education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01