Incorporating cultures' role in the food and agricultural sciences

목차 (Table of Contents)

• CONTENTS
• LIST OF FIGURES = xv
• LIST OF TABLES = xix
• LIST OF CONTRIBUTORS = xxi
• PREFACE / Waded Cruzado = xxiii
• LISTEN! A FOREWORD TO RECOGNIZING CULTURE IN FOOD AND AGRICULTURE / Hiram Larew = xxvii
• ACKNOWLEDGMENTS = xxxi
• Part Ⅰ Fundamentals of the Culture and Agriculture Relationship = 1
• CHAPTER 1 The Quiet Revolution : Where Did You Come From? / Florence V. Dunkel = 3
• Definition of Culture = 8
• References = 20
• Further Reading = 21
• CHAPTER 2 Failures / Florence V. Dunkel = 23
• Case Study 1. The Chicken Award = 25
• Case Study 2. The International War on Locusts and Grasshoppers = 29
• Case Study 3. Fry Bread = 34
• Case Study 4. The Use of River Systems in the Western United States to Produce Food for the Nation = 35
• Concluding Reflections on Failures = 36
• References = 37
• CHAPTER 3 Decolonization and the Holistic Process / Clifford Montagne ; Florence V. Dunkel ; Greta Robison ; Ada Giusti ; Badamgarav Dovchin = 41
• Introductions = 43
• Connection to Land Is a Prelude to Appreciating Wholeness = 45
• Introduction to the Holistic Process = 46
• Decolonizing Methodologies : First Step Toward the Holistic Process = 49
• The Holistic Process = 59
• The New Paradigm for Teaching in the Food and Agricultural Sciences = 62
• Conclusion = 66
• References = 68
• Further Reading = 70
• CHAPTER 4 Immersion / Ada Giusti ; Florence V. Dunkel ; Greta Robison ; Jason Baldes ; Meredith Tallbull ; El Houssine Bartali ; Rachel Anderson = 73
• Definition of Immersion = 74
• Case Study 1. An MSU French Professor Collaborates With an Entomology Professor on a Malian Food and Health Project = 75
• Case Study 2. Arranging Successful Immersions at an Institution Level = 80
• Case Study 3. Native Foods and Food Deserts = 85
• Are There Negative Consequences From Not Including Immersion in General Education? = 99
• Concluding Thoughts on Immersion = 100
• References = 102
• Further Reading = 105
• Part Ⅱ Listening In and Between Communities = 107
• CHAPTER 5 Listening With Subsistence Farmers in Mali / Florence V. Dunkel ; Ibrahima Traore ; Hawa Coulibaly ; Keriba Coulibaly = 109
• Introduction to Sanambele, Mali, and the Main Communicators = 110
• Reconciling the Role of Health in the Village's Food and Agriculture System = 115
• Food Security, Stunting, Amino Acid, and Micronutrient Deficiencies : What is the Culture-Smart Agriculture Answer in Villages Relying on Grain-Based Diets? = 118
• The Gourd Story = 124
• Concluding Reflections = 127
• References = 128
• CHAPTER 6 Listening With Native Americans / Florence V. Dunkel ; Linwood Tallbull ; Richard Littlebear ; Tracie Small ; Kurrie Small ; Jason Baldes ; Meredith Tallbull = 131
• Phase 1 : Awakening = 132
• Phase 2 : Indigenous Teaching and Learning = 136
• Phase 3 : Linked Courses, Shared Curricula, and Classrooms = 146
• Closing Reflection = 155
• References = 156
• Further Reading = 157
• CHAPTER 7 Listening Within a Bioregion / Clifford Montagne ; Badamgarav Dovchin ; Florence V. Dunkel = 159
• Phase 1 : Formation and Evolution of BioRegions = 161
• Phase 2 : BioRegions Program Matures to Include Annual Work Visits and Fund Raising = 168
• Phase 3 : Deepened Listening Exchanges = 176
• Outsiders and the Importance of Listening = 183
• Conclusion = 184
• References = 184
• Further Reading = 184
• CHAPTER 8 Listening Over Power Lines : Students and Policy Leaders / Hiram Larew ; Florence V. Dunkel ; Walter Woolbaugh ; Clifford Montagne = 187
• Introduction = 187
• Case Study 1 : Bringing USDA Into the university Classroom : Two-Way Learning Through Mutual Listening = 188
• Case Study 2 : Doing Intercontinental／Intercultural Science With Middle School Students = 194
• References = 206
• Further Reading = 207
• Power Line Resources = 207
• CHAPTER 9 Listening With Students / Greta Robison ; Jason Battles ; Florence V. Dunkel = 209
• Case Study＃1 : Learn Communication Patterns = 211
• Case Study＃2 : Recognize Unique Backgrounds and Personal, Community Missions = 214
• Case Study＃3 : Connect Reality With Action = 218
• Case Study＃4 : Recognize Wealth of Insights Foreign Students Bring to Classrooms and Policy-Making Organizations = 222
• What Students Want = 233
• Conclusion = 240
• References = 240
• Further Reading = 241
• Summary Illustrations = 241
• Part Ⅲ Bridging the Gap Between Food and Agricultural Sciences and the Humanities and Social Sciences = 247
• CHAPTER 10 Two Cultures and a Second Look : Humanities and Food Sciences / Florence V. Dunkel ; Khanjan Mehta ; Alison Harmon ; Ada Giusti = 249
• Case Study 1 : Food, Storage, Marketing Research and Development of the National Food Quality Laboratory of Rwanda Combined Humanities With the Land Grant Mission = 253
• Case Study 2 : Sustainable Foods and Bioenergy Systems : MSU = 257
• Case Study 3 : Graphic Arts, the Humanities, and Entomology = 264
• Case Study 4 : Humanitarian Engineering and Social Entrepreneurship Program : The PSU = 269
• Closing Reflections = 273
• References = 275
• CHAPTER 11 Couples Counseling : Native Science and Western Science / Florence V. Dunkel ; Jason Baldes ; Clifford Montagne ; Audrey Maretzki = 277
• Case Study＃1 : A Change of Thought About Nutrition Education : Kenyan Women's Indigenous Nutrition Knowledge = 284
• Case Study＃2 : The Entomologist's Contribution to Early Childhood Nutrition = 287
• Case Study＃3 : Recognizing Indigenous Knowledge in the Academy = 288
• Strategies to Support Academics Interested in Indigenous Knowledge = 290
• Conclusion = 293
• References = 293
• Further Reading = 295
• CHAPTER 12 Putting It Together : The Way Forward / Florence V. Dunkel ; Hiram Larew = 297
• Introduction = 299
• The Chapul Story = 302
• Other Young People Tell Their Stories = 303
• The Quiet Revolution = 305
• View From 30,000 Miles Above Academia = 308
• References = 308
• INDEX = 309