Australian Journal of Adult Learning - Volume 52 - Number 3 - Critical race and class analysis of learning in the organic farming movement

Oct 15, 2026

Uploaded by Jasmine

This paper offers a critical race and class analysis of learning within the organic farming movement, challenging how hegemonic whiteness shapes inequities and inconsistencies. Drawing on the author’s personal experience with small-scale organic farming, it outlines the movement and discusses anti-racist food scholarship. It also explores the emergence of Indigenous food sovereignty alongside organic farming, linking food sovereignty to empowerment through reclaiming cultural, spiritual, and linguistic practices.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages23

Reading Time58 min

AccessFree to download

Introduction

Author’s entry into small-scale organic farming

Learning through farm operations and social interactions

Informal learning in social movements

Intentional educational efforts within organic farming

Purpose and scope of the paper

Australian Journal of Adult Learning Volume 52, Number 3, November 2012 A critical race and class analysis of learning in the organic farming movement Catherine Etmanski Royal Roads University, Canada The purpose of this paper is to add to a growing body of literature that critiques the whiteness of the organic farming movement and analyse potential ramifications of this iffarmers are to be understood as educators. Given that farmers do not necessarily self-identify as educators, it is important to understand that in raising this critique, this paper is as much a challenge the author is extending to herself and other educators interested in food sovereignty as it is to members of the organic farming movement. This paper draws from the author’s personal experiences and interest in the small-scale organic farming movement. It provides a brief overview of this movement, which is followed by a discussion of anti-racist food scholarship that critically assesses the inequities and inconsistencies that have developed as a result of hegemonic whiteness within the movement. It then demonstrates how a movement of Indigenous food sovereignty is emerging parallel to the organic farming movement and how food sovereignty is directly Catherine Etmanski 485 related to empowerment through the reclamation of cultural, spiritual, and linguistic practices. Finally, it discusses the potential benefits of adult educators interested in the organic farming movement linking their efforts to a broader framework of food sovereignty, especially through learning to become better allies with Indigenous populations in different parts of the world. Introduction Following the completion of my doctoral studies in 2007, I sought out an opportunity to work on a small organic farm. As some readers might understand, at that particular moment in time I felt strongly compelled to be outdoors, away from my computer, getting my hands dirty, and working out the rigidity that had developed in my body through the writing process. I also believed that knowledge of to grow my own food was important to learn in light of multiple, interrelated global tragedies, including the global economic crisis, environmental degradation and climate change, all of which result in concerns for food security. Through interactions working side by side in the field, over meals, or at farmers’ markets, I learned about the daily operations of this particular farm: the technical details of growing food, as well as the importance of local agriculture, permaculture, the organic certification process, crop diversity, soil health, seed saving, irrigation, food security, human working conditions, animal welfare, and more. Together with other employees, apprentices, volunteer visitors on working holidays from around the world, children, and their friends, I gained a range of new perspectives from the planting and harvesting of crops to the politics, philosophy, and aesthetics behind the organic farming movement—not to mention the business of selling organic vegetables. As I reflected elsewhere: 486 A critical race and class analysis of learning In my experience, conversations [on the farm] were as rich as any graduate level classroom, and, for me, they provided a safe space to ask questions, share my own knowledge and observations from an outside perspective, and get to know previously unexplored elements of my physical strength and identity. The key difference was that these conversations simultaneously engaged my body as well as my heart and mind, allowed me to experience the seasons more fully, and solidified theory into practice through the everyday actions of the farm. (Etmanski, in press, para 19) . Throughout my doctoral work I had explored, among other topics, principles of adult learning, community leadership, and social justice through intersectional analyses of power and privilege. As knowledge is wont to do, these topics informed my experience while I worked on the

FAQs

What is the main purpose of the paper?

The paper critiques the whiteness of the organic farming movement and analyzes possible ramifications for learning, especially when farmers are viewed as educators.

How does the author describe learning that occurs on the farm?

Learning arises informally and incidentally through everyday interactions, conversations, and seasonal work, while also including intentional educational efforts such as networks for internships and apprenticeship.

What role does Indigenous food sovereignty play in the analysis?

The paper shows Indigenous food sovereignty emerging in parallel to organic farming and links it to empowerment through the reclamation of cultural, spiritual, and linguistic practices.

Oct 15, 2026

Uploaded by Jasmine