Abstract
This contribution traces the parallel development of two distinct approaches to peasant agroecological education: the peasant-to-peasant horizontal method that disseminated across Mesoamerica and the Caribbean beginning in the 1970s, and the political-agroecological training schools of combined consciousness-building and skill-formation that have been at the heart of the educational processes of member organizations of La Via Campesina since the 1990s. Applying a theoretical framework that incorporates territorial struggle, agroecology and popular education, we examine spatial and organizational aspects of each of these models for peasant education and movement-building. Recognizing that the models, their respective contexts, and the dialectical relationships therein have been in constant evolution, we share findings on the movement-place as a territorial system with socio-historical subjectivity, that is, peasant movements as territorially-embedded, collective historical actors. This leads to some conclusions in moving past educational theory that has centered upon individual subjects, and approaching a conception of territory as a subject of learning processes.
Similar content being viewed by others
References
Albizures, M. A. 2008. El CUC en la historia. Opinión., ALAI Online. Retrieved from 16 Apr 2008.
Althoff, A. 2014. Divided by Faith and Ethnicity: Religious Pluralism and the Problem of Race in Guatemala. Berlin/Boston: Walter de Gruyter.
Altieri, M. A. 1989. Agroecology: A New Research and Development Paradigm for World Agriculture. Agriculture, Ecosystems and Environment 27: 37–46.
Altieri, M. A., and V. Toledo. 2005. Natural Resource Management among Small-scale Farmers in Semi-arid Lands: Building on Traditional Knowledge and Agroecology. Annals of Arid Zone 44 (3): 365–385.
Barbosa, L. 2013. Pedagogías Alternativas: el Movimiento de los Sin Tierra y el Movimiento Zapatista. In Reconfiguración de los Educativo en América Latina, eds. M. Gómez Sollano, and M. Corenstein. Mexico City: UNAM.
Barbosa, L. P. 2015. Educación, Resistencia y Movimientos Sociales: la práxis educativo-política de los Sin Tierra y de los Zapatistas. Mexico City: LIBRUNAM.
Barbosa, L. P. 2016. Educação do Campo [Education for and by the countryside]as a political project in the context of the struggle for land in Brazil. Journal of Peasant Studies 44 (1): 118–143.
Basso, K. 1996. Wisdom sits in places: Landscape and language among the Western Apache. Albuquerque: University of New Mexico Press.
Bunch, R. 1982. Two Ears of Corn. Oklahoma City: World Neighbors.
Caldart, R. S. 2002. Pedagogia do Movimento Sem Terra. Sao Paulo: Expresso Popular.
Camposeco Cruz, M. 2011. La propuesta de desarrollo sostenible denominada de campesino a campesino: Una experiencia en San Martín Jilotepeque: 1972–1982 (Guatemala: Master Thesis, Universidad de San Carlos de Guatemala, Faculty of Political Sciences, May 2011).
Carroll, C. R., J. H. Vandermeer, and P. M. Rosset. 1990. Agroecology. New York: McGraw-Hill.
Chan, M. L., and E. F. Freyre Roach. 2010. Unfinished Puzzle. Cuban Agriculture: The Challenges, Lessons and Opportunities. Oakland: Food First Books.
Chayanov, A. V. 1986. The theory of peasant economy. Madison: University of Wisconsin Press.
Chomsky, N. 1990. The Decline of the Democratic Ideal. April 1990 Z Magazine.
Comisión para el Esclarecimiento Histórico 1999. «Guatemala: Memoria del silencio» (edición en linea - AAAS). Guatemala: CEH. Archivado desde el original el 5 de mayo de 2013.
Copeland, N. 2018. Meeting peasants where they are: Cultivating agroecological alternatives in neoliberal Guatemala. The Journal of Peasant Studies. https://doi.org/10.1080/03066150.2017.1410142.
CUC. (No Date). Lucha, Resistencia e Historia. Guatemala: Comité de Unidad Campesina.
De Schutter, O. 2010. Report submitted by the Special Rapporteur on the right to food, Olivier De Schutter, United Nations Human Rights Council, 16th session, agenda item 3.
Declaration of Auskal Herria. (2017). Final Declaration of the 7th International Conference of La Vía Campesina. 22/7/2017. Derio, Auskal Herria.
Declaration of Nyeleni. (2015). Declaration of the international forum on agroecology. Nyéléni, Mali, February 27.
Dewey, J. 1915. The school and society. Chicago: University of Chicago Press.
Fals Borda, O. 1978. Por la praxis: el problema de cómo investigar la realidad para transformarla, en Simposio Mundial de Cartagena, Crítica y política en ciencias sociales, Bogotá, Punta de Lanza-Universidad de Los Andes, vol. I, 209–249. 1978.
Ferguson, B. G., and H. Morales. 2010. Latin American agroecologists build a powerful scientific and social movement. Journal of Sustainable Agriculture 34: 339–341.
Fernandes, B. M. 2017. Territorios y Soberanía Alimentaria. Revista Latinoamericana de Estudios Rurales 1 (4): 22–38.
Francis, C., G. Lieblein, S. Gliessman, T. A. Breland, N. Creamer, L. Harwood Salomonsson, J. Helenius, D. Rickerl, R. Salvador, and M. Wiedenhoeft. 2003. Agroecology: The ecology of food systems. Journal of Sustainable Agriculture 22 (3): 99–118.
Freire, P. 1970. Pedagogy of the Oppressed. New York: Herder and Herder.
García, G. 2012. Las guerrillas y las mayas: una aproximación a las formas de interacción sociopolítica entre las insurgencias y los kaqchikeles de San Martín Jilotepeque (1976–1985). In (Coord.) Guatemala: la infinita historia de las resistencias, ed. M. Castañeda, Guatemala: Magna Terra.
Giraldo, O. F., and P. M. Rosset. 2016. La agroecología en una encrucijada: Entre la institucionalidad y los movimientos sociales. Guaju 2 (1): 14–37.
Giroux, M. A. 1981. Ideology, culture and the process of schooling. Philadelphia: Temple University Press.
Gliessman, S. 2007. Agroecology: Ecological processes in sustainable agriculture. Boca Ratón: CRC Press.
Gliessman, S., and M. A. Altieri. 1982. Polyculture cropping has advantages. California Agriculture 4: 15–16.
Gramsci, A. 2011. The prison notebooks. New York: Columbia University Press.
Holt-Giménez, E. 2006. Campesino-a-Campesino: Voices from Latin America’s Farmer to Farmer Movement for Sustainable Agriculture. Oakland: Food First Books.
Holt-Giménez, E. 2010. Linking farmers’ movements for advocacy and practice. The Journal of Peasant Studies 37 (1): 203–236.
Holt-Gimenez, E., and A. Shattuck. 2011. Food crises, food regimes and food movements: Rumblings of reform or tides of transformation? The Journal of Peasant Studies 38 (1): 109–144. https://doi.org/10.1080/03066150.2010.538578.
Khadse, A., P. Rosset, H. Morales, and B. Ferguson. 2017. Taking agroecology to scale: The zero budget natural farming peasant movement in Karnataka, India. The Journal of Peasant Studies. https://doi.org/10.1080/03066150.2016.1276450.
Klein, N. 2007. The shock doctrine. New York: Metropolitan Books.
La Via Campesina. (2015). Peasant agroecology for food sovereignty and Mother Earth: Experiences of La Via Campesina. Notebook No. 7. Harare: La Via Campesina International.
Machín, B., A. M. Roque Jaime, D. Ávila, Lozano, and P. Rosset. 2010. Revolución agroecológica: el movimiento campesino a campesino de la ANAP en Cuba. La Habana: Asociación Nacional de Agricultores Pequeños and La Vía Campesina.
Martínez-Torres, M. A., and P. Rosset. 2014. Diálogo de saberes in La Via Campesina: Agroecology and food sovereignty. The Journal of Peasant Studies 41 (6): 979–997.
McCune, N., Y. Ruíz González, E. Águila Alcántara, O. Fernández Martínez, C. O. Fundora, N. Castillo-Arzola, P. Cairo-Cairo, M. D’Haese, S. DeNeve, and F. Guevara-Hernández. 2011. Global questions, local answers: soil management and sustainable intensification in diverse socioeconomic contexts of Cuba. Journal of Sustainable Agriculture 35 (6): 650–670.
McCune, N., J. Reardon, and P. Rosset. 2014. Agroecological formación in rural social movements. Radical Teacher 98: 31–37.
McCune, N., P. Rosset, T. Cruz Salazar, A. Saldívar Moreno, and H. Morales. 2016. Mediated territoriality: rural workers and the efforts to scale out agroecology in Nicaragua. The Journal of Peasant Studies 44 (2): 354–376.
McCune, N., P. Rosset, T. Cruz Salazar, H. Morales, and A. Saldívar Moreno. 2017. The long road: rural youth, farming and agroecological formación in Central America. Mind, Culture, and Activity, 24 (3): 183–198.
Meek, D. 2015. Learning as territoriality: The political ecology of education in the Brazilian landless workers’ movement. The Journal of Peasant Studies 40 (2): 1–22.
Meek, D., and T. Lloro-Bidart. 2017. Introduction: Synthesizing a Political Ecology of Education. The Journal of Environmental Education 48 (4): 213–225.
Meek, D., and R. Tarleu. 2015a. Critical Food Sovereignty Education and the Question of Race. Journal of Agriculture, Food Systems, and Community Development 5 (4): 131–135.
Meek, D., and R. Tarleu. 2015b. Critical Food Systems Education (CFSE): Educating for food sovereignty. Agroecology and Sustainable Food Systems. https://doi.org/10.1080/21683565.2015.1130764.
Méndez, V. E., C. Bacon, and R. Cohen. 2013. Agroecology as a transdisciplinary, participatory and action-oriented approach. Agroecology and Sustainable Food Systems 37 (1): 3–18.
Moore, J. 2017a. The Capitalocene, Part 1: on the nature and origins of our ecological crisis. The Journal of Peasant Studies 44 (3): 594–630.
Moore, S. S. 2017b. Organize or die: farm school pedagogy and the political economy of the agroecological transition in rural Haiti. The Journal of Environmental Education 48 (4): 248–259.
Moro, W. 2004. Educación popular: Acercamiento a una práctica liberatoria. In Romero and Hernández (Eds.), 35–57 in. Havana: Editorial Caminos: Concepción y metodología de la educación popular, Toma II. Formación en Educación Popular Acompañada a Distancia. Pp.
Multimedia Peasant School. (2014). Multimedia Peasant School, an audiovisual tool to scale-up agroecology. Colectivo Koman Ilel. Accessed 7 Nov, 2017, https://viacampesina.org/en/multimedia-peasant-school-an-audiovisual-tool-to-scale-up-agroecolog/.
Muñoz, A., N. McCune and J. Reardon. Agroecological Formación for Food Sovereignty. 2014. ZNet Communications, 6 March, 2014. Accessed 13 Feb, 2018, https://zcomm.org/znetarticle/agroecological-formacion-for-food-sovereignty/.
Núñez Soto, O. 1995. La Economía Popular, Asociativa y Autogestionaria. Managua: CIPRES.
Ouviña, H. 2017. Gramsci y los movimientos populares como intelectuales colectivos. Gramsci en América Latina. Accessed Feb 3 2017 at: https://gramscilatinoamerica.wordpress.com.
Parmentier, S. 2014. Scaling-up agroecological approaches: What, why and how? Discussion Paper, Oxfam Solidariteit.
Pérez, E. 2009. La promesa de la educación de los oprimidos. En: ¿Qué es la educación popular?. Havana: Editorial Caminos.
Reardon, J., and R. Aleman. 2010. Agroecology and the Development of Indicators of Food Sovereignty in Cuban Food Systems. Journal of Sustainable Agriculture 34 (8): 907–922.
Román, R., and M. Sánchez. 2015. La agroecología: puntal de la soberanía alimentaria. América Latina en Movimiento 502: 21–23.
Rosset, P. 2015. Epistemes Rurales y la Formación Agroecológica en La Vía Campesina. Revista Ciencia y Tecnología Social 2 (1): 4–13.
Rosset, P., and M. Benjamin. 1994. The Greening of the Revolution. Oakland: Food First.
Rosset, P. M., B. M. Sosa, A. M. R. Roque Jaime, and R. A. Ávila, and Lozano. 2011. The Campesino-toCampesino agroecology movement of ANAP in Cuba: Social process methodology in the construction of sustainable peasant agriculture and food sovereignty. The Journal of Peasant Studies 38 (1): 161–191.
Schiavoni, C. 2016. Historical, relational, and interactive perspectives in food sovereignty research. ICAS Review Paper Series 7: 1–33.
Scott, J. 1985. Weapons of the weak: Everyday forms of peasant resistance. Bethany, Yale University.
Sevilla Guzmán, E., and G. Woodgate. 2013. Agroecology: Foundations in agrarian social thought and sociological theory. Agroecology and Sustainable Food Systems 37 (1): 32–44.
Stedile, J. P. 2002. Landless Battalions: The Sem Terra Movement of Brazil. New Left Review 15: 77–104.
Stronzake. (2013). Movimientos sociales, formación política y agroecología. América Latina en Movimiento 487: 27–29.
Valenzuela, M. R. 2008. ¿Por qué las armas? Desde los mayas hasta la insurgencia en Guatemala. Buenos Aires: Ocean Sur.
van der Ploeg, J. 2008. The new peasantries: Struggles for autonomy and sustainability in an era of empire and globalization. Sterling: Earthscan.
Vygotsky, L. 1978. Mind in Society: The development of higher psychological processes. Cambridge: Harvard University Press.
Wezel, A., S. Bellon, T. Doré, C. Francis, D. Vallod, and C. David. 2009. Agroecology as a science, a movement and a practice. A review. Agronomy for sustainable development 29 (4): 503–515.
Wright, J. 2005. Falta petroleo. Perspectives on the emergence of a more ecological farming and food system in post-crisis Cuba. PhD Thesis, Wageningen University.
Acknowledgements
This study would have been impossible without the work, sacrifice and teachings of hundreds of thousands of small farmers who have participated in the peasant-to-peasant movement, as well as the peasant organizations that make up La Via Campesina, including CUC, ATC and ANAP. The authors would like to acknowledge the support and guidance of Faustino Torrez, Peter Rosset, Julia Margarita Trujillo, Rilma Román, Adilén Roque, María Amalia Rodríguez, Leonardo Chirino, Felipe Tomás, María del Rosario Valenzuela Sotomayor, Eric Holt Giménez, Daniel Pascual, Rafael González, Gregorio Chay, Juan Reardon and Margarita Fernández, as well as the invaluable suggestions of Colin Anderson and three anonymous reviewers for improving this manuscript.
Author information
Authors and Affiliations
Corresponding author
Additional information
Publisher’s Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
McCune, N., Sánchez, M. Teaching the territory: agroecological pedagogy and popular movements. Agric Hum Values 36, 595–610 (2019). https://doi.org/10.1007/s10460-018-9853-9
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10460-018-9853-9