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The study analyzes how Growing Power and Tsyunhehkw^ challenge racialised, classed, and gendered ideologies through curricular content and documented learning processes. It frames the cases as possibilities for critical social justice education aligned with community food security, decolonisation, and anti-racist or indigenous pedagogies.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/educational-alternatives-in-food-production-knowledge-and-consumption-pierre-walter/593493/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/educational-alternatives-in-food-production-knowledge-and-consumption-pierre-walter/593493.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-28","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the paper?","Question",{"text":112,"@type":113},"The paper examines how two sites of adult learning in the food movement create educational alternatives to the dominant U.S. food system.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which two learning sites are analyzed?",{"text":117,"@type":113},"Growing Power, an urban farm, and Tsyunhehkw^, the integrated community food system of the Oneida Nation in rural Wisconsin.",{"name":119,"@type":110,"acceptedAnswer":120},"How do the cases contribute to critical social justice learning?",{"text":121,"@type":113},"Both projects are presented as having strong possibilities to teach critical social justice alternatives, including anti-racist education and cultural decolonisation through traditional Oneida foods.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593493,1792614673,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Adult Learning Volume 52, Number 3, November 2012  \nEducational alternatives in food production, knowledge and consumption: The public pedagogies of Growing Power and Tsyunhehkw^  \nPierre Walter  \nUniversity of British Columbia, Vancouver, Canada  \nThis paper examines how two sites of adult learning in the food movement create educational alternatives to the dominant U.S. food system. It further examines how these pedagogies challenge racialised, classed and gendered ideologies and practices in their aims, curricular content, and publically documented educational processes. The first case is Growing Power, an urban farm which embraces small scale capitalism and vocational education as an end toward community food security, social and ecological justice, and anti-racist education. The second case, Tsyunhehkw^, is the‘integrated community food system’ of the Oneida Nation in rural Wisconsin, centred on cultural decolonisation through the growing and eating of traditional Oneida foods. In both these projects, there are strong possibilities to teach a critical, social justice alternative to white, middle class norms and practices of food production and consumption.  \n574 Educational alternatives in food production, knowledge and consumption  \nIntroduction  \nThis study contributes to an emerging and vibrant scholarship on the forms, processes and sites of public pedagogy (Sandlin, Wright & Clark 2011) . This body of work intersects with a longer tradition of research on adult learning in social movements, including the environmental movement (Clover 2004; Foley 1999; Flowers & Chodkiewicz 2009; Ollis 2008; Walter 2007) . In general, public pedagogy scholarship has tended to focus on critiques of hegemonic structures of informal education and learning in popular culture, following traditions of critical pedagogy (Sandlin, O’Malley & Burdick 2011) . However, research on disruptions of dominant state and corporate ideologies through public pedagogies such as culture jamming (Sandlin 2010), voluntary simplicity (Sandlin & Walther 2009) and critical shopping (Jubas 2011) is also a part of this scholarship. Research in social movement learning, although necessarily including a critique of dominant ideologies and social structures, has focused more on the potential of adult learning and education for social change. To date, however, public pedagogy and social movement learning in the food movement has received relatively little attention, with notable exceptions (Flowers & Swan 2011; Sumner 2008) .  \nThe environmental movement, and more recently, the food movement, have been criticised in feminist scholarship as repositories of male, middle class norms, practices and oppressive gender relations. In the food movement, calls to return to more holistic, organic and local food production, for example, may simply mean additional labour for women, and family meals maybe sites of violence against women, both symbolically and materially (DeVault 1991; Lupton 1996) . More recently, scholars in the food movement have also begun to critique the structures and relations of social class, whiteness and power expressed in alternative food practices, pedagogies, spaces and community institutions in the food movement  \nPierre Walter 575  \n(Guthman 2008; Slocum 2006, 2007). Among others, Rachel Slocum (2006: 337) argues for the importance of understanding and acknowledging the history of racism, colonialism, and class and gender oppression underlying the food system in attempts to enact local alternatives to it:  \nIt may be useful for community food advocates to actively consider that the US food system was built on a foundation of genocide, slavery and layers of racist institutions that have dispossessed racialized groups of cultural pride, land and wealth, in gender-and class-specific ways. It survives, for instance, through the work of people of color who serve, disproportionately, in the hazardous work of farm labor and food proce","cbCaidhlBCgnaZIT","https://ap.wps.com/l/cbCaidhlBCgnaZIT","pdf",125194,22,"English","# Introduction\n# Methodology\n# Case Studies in the Food Movement","[{\"question\":\"What is the main focus of the paper?\",\"answer\":\"The paper examines how two sites of adult learning in the food movement create educational alternatives to the dominant U.S. food system.\"},{\"question\":\"Which two learning sites are analyzed?\",\"answer\":\"Growing Power, an urban farm, and Tsyunhehkw^, the integrated community food system of the Oneida Nation in rural Wisconsin.\"},{\"question\":\"How do the cases contribute to critical social justice learning?\",\"answer\":\"Both projects are presented as having strong possibilities to teach critical social justice alternatives, including anti-racist education and cultural decolonisation through traditional Oneida foods.\"}]","Educational alternatives in food production, knowledge and consumption - Pierre Walter | PDF",1792077352,55]