I summarized and generated knowledge on the environmental performance of UA, and created a methodological framework to improve consistency and completeness in UA LCAs.ĭespite studies having examined and discussed the various multifaceted risk factors affecting perinatal women with substance use disorder (SUD), the limited amount of research on Black/African-American (B/AA) women allows health disparities in this population to widen.
I did LCAs of nine urban farms and gardens in Paris, France and the Bay Area, California, USA, and (with the FEW-meter project) analyzed resource use and food production at 72 UA case studies. I performed a review and meta-analysis of UA LCAs, and reviewed literature on the development of LCA for agriculture in general. In this thesis project, I investigated 1) what LCA tells us about the environmental performance of UA, and 2) how best to apply LCA to UA. Application of LCA to UA is relatively recent, and has not undergone the same methodological reflections and adaptations that LCA of other sectors has. These environmental benefits and impacts can be modeled with life cycle assessment (LCA). Urban agriculture (UA) is a type of alternative agriculture, which may have environmental and social benefits, and comes in a large diversity of forms. The global food system causes massive environmental impacts, and faces the challenge of feeding an even larger, more urbanized population in the coming decades. For engaged scholars committed to advancing education for food sovereignty, it is essential to reflect upon the lessons learned and challenges faced by these movements. However, what counts, as success in these programs, is highly case-dependent.
Among these thematic areas, we find that student-centered research on competing forms of production is an integral way to advance critical consciousness about the food system and the political potential of agroecological alternatives. We compare the thematic similarities and difference between these movements’ education initiatives in terms of their emergence, initial goals, expansion and institutionalization, relationship to the state, theoretical inspirations, pedagogical approach, educational topics, approach to student research, and outcomes. We synthesize insights from critical food systems education and the political ecology of education in analyzing these cases. We conducted participatory research with diverse rural and urban social movements in the United States, Brazil, Cuba, Bolivia, and Mexico, which are each educating for food sovereignty. In this article, we explore results from a cross-case analysis of six social movements that are using education as a strategy to advance food sovereignty. Social movements are using education to generate critical consciousness regarding the social and environmental unsustainability of the current food system, and advocate for agroecological production.
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