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Fostering formal learning in the Food Dignity project

机译：在食品尊严项目中培养正式学习

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This short essay summarizes our formal higher education work in the Food Dignity project, with some initial reflections and questions that this work raised for me, and for many of our collaborators.1 Food Dignity was a five-year action research collaboration dedicated to building community food systems that provide food security, sustainability, and equity. It was proposed and funded as an integrated program of research, extension, and education, under the U.S. Department of Agriculture National Institute of Food and Agriculture's (USDA NIFA) Agriculture and Food Research Initiative (AFRI) competitive grant program for food security. Five food justice community-based organizations (CBOs) and fourinstitutions of higher education collaborated on this project in California, Wyoming, and New York (see, for example, Porter, 2018, this issue). We had nearly US$5 million over five years, which we extended to seven (2011—2018), to complete our proposedblend of action research. We used about 17—20% of our total effort and budget to invest in higher education programs centered around sustainable food systems (Porter & Wechsler, 2018, this issue).The goal of our education plan was, to quote our proposal narrative, to prepare "the next generation of graduates from multiple disciplines (e.g., anthropology, animal science, planning) to incorporate SFS [sustainable food system] priorities and principles into their work." Our action plans for doing this included developing sustainable foodsystem undergraduate minors, funding several graduate students, paying for student internships in food system work, supporting community-university coordination, and developing guided learning content online.Like everything else we did together in the Food Dignity project, many of us were guided by our shared values in this education work (see Food Dignity & Hargraves, 2018, this issue), and— especially on the academic side—were struggling to live up to them. Unlike what we have laid out in most of the other papers in this issue, we have not yet unpacked much of that struggle; we will wait to attempt that in future publications addressing what we learned during the Food Dignity project. More simply, the next sections discuss our activities within each of our formal education arenas of action. The closing section ponders a few cross-cutting issues that emerged from our education work.
机译：这篇简短的论文总结了我们在粮食尊严项目中的正规教育工作，具有这项工作为我提出的一些初步反思和问题，以及我们的许多合作者.1粮食尊严是一个致力于建设社区的五年行动研究合作提供粮食安全，可持续性和公平的食品系统。拟议和资助于美国农业部国家粮食和农业研究所（USDA Nifa）农业和食品研究倡议（AFRI）竞争赠款方案的综合研究，延伸和教育综合计划。在加利福尼亚州，怀俄明州和纽约的这个项目上合作的五个粮食正义组织（CBO）和四位高等教育（参见，例如，Porter，2018，这个问题）。我们已经近500万美元超过5年，我们扩展到七（2011-2018），以完成我们的采取行动研究。我们使用大约17-20％的总努力和预算，以投资于以可持续食品系统（Porter＆Wechsler，2018，本期）的高等教育计划。我们教育计划的目标是引用我们的提案叙述准备“来自多学科的下一代毕业生（例如，人类学，动物科学，计划）将SFS [可持续食品系统]合并到其工作中的优先事项和原则。”我们的行动计划包括开发可持续的食品系统本科未成年人，为若干研究生提供资金，为食品制度工作支付学生实习，支持社区 - 大学协调，并在线开发导游学习内容。我们在粮食尊严中携带其他一切。项目中，我们中的许多人被我们在这项教育工作中的共同价值观所指导的（参见食物尊严和哈格拉夫，2018年，这个问题），以及 - 特别是在学术方面 - 正在努力迎接他们。与我们在这个问题中大多数其他文件中所订出的不同之处，我们还没有解开大部分斗争;我们将等待在未来的出版物中尝试解决我们在食品尊严项目期间所学到的知识。更简单的是，下一节讨论了我们在我们正规教育领域的行动中的每个活动。关闭部分达到了我们教育工作中出现的一些横向问题。

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