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<p>In the United States, food system inequities are the result of generations of systematic disparities in social, political, and economic opportunity and are disproportionately borne by Black, Indigenous, and People of Color. The Food Scholars Project aims to expand equity in food systems education and leadership by building a resilient cross-institutional partnership between faculty and students at the University of Georgia (UGA, a predominantly White Land-Grant Institution) and Spelman College (an historically Black college). This embedded case study examines critical reflections collected with 28 UGA faculty, staff, and graduate students who participated in one or more multi-day professional development workshops focused on supporting critical praxis in mentoring and pedagogy in the context of food systems education. Results indicate that professional development can affect educators’ self-awareness, knowledge, and intentions related to culturally responsive education and mentoring. Each workshop had unique learning objectives; yet across workshops, participants identified areas of learning that challenged their preconceived assumptions about equity in higher education, how to support student success, and their own positionality and power as mentors and educators. Participants engaged in productive struggle to integrate new and challenging ideas, and they critically examined their responsibility to enact their values through their mentoring and teaching praxis. Finally, across workshops, participants committed themselves to actionable steps toward equity in food systems education and ongoing learning within a nascent community of practice.</p>

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From awareness to action: building a community of practice for equity in food systems education

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年8月19日

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  • Jiyea Park,
  • Folasade Olaoye,
  • Kimberly M. Jackson,
  • Whitney Barr,
  • Jennifer Jo Thompson

摘要

In the United States, food system inequities are the result of generations of systematic disparities in social, political, and economic opportunity and are disproportionately borne by Black, Indigenous, and People of Color. The Food Scholars Project aims to expand equity in food systems education and leadership by building a resilient cross-institutional partnership between faculty and students at the University of Georgia (UGA, a predominantly White Land-Grant Institution) and Spelman College (an historically Black college). This embedded case study examines critical reflections collected with 28 UGA faculty, staff, and graduate students who participated in one or more multi-day professional development workshops focused on supporting critical praxis in mentoring and pedagogy in the context of food systems education. Results indicate that professional development can affect educators’ self-awareness, knowledge, and intentions related to culturally responsive education and mentoring. Each workshop had unique learning objectives; yet across workshops, participants identified areas of learning that challenged their preconceived assumptions about equity in higher education, how to support student success, and their own positionality and power as mentors and educators. Participants engaged in productive struggle to integrate new and challenging ideas, and they critically examined their responsibility to enact their values through their mentoring and teaching praxis. Finally, across workshops, participants committed themselves to actionable steps toward equity in food systems education and ongoing learning within a nascent community of practice.