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Booklist Editors’ Choice “Best Books of 2019” An intimate portrait of the joys and hardships of rural life, as one man searches for community, equality, and tradition in Appalachia Charles D. Thompson, Jr. was born in southwestern Virginia into an extended family of small farmers. Yet as he came of age he witnessed the demise of every farm in his family. Over the course of his own life of farming, rural education, organizing, and activism, the stories of his home place have been his constant inspiration, helping him identify with the losses of others and to fight against injustices. In Going Over Home, Thompson shares revelations and reflections, from cattle auctions with his grandfather to community gardens in the coal camps of eastern Kentucky, racial disparities of white and Black landownership in the South to recent work with migrant farm workers from Latin America. In this heartfelt first-person narrative, Thompson unpacks our country’s agricultural myths and addresses the history of racism and wealth inequality and how they have come to bear on our nation’s rural places and their people.
An international joint study by the Food and Agriculture Organization of the United Nations (FAO) and UNESCO's International Institute for Educational Planning (IIEP) was conducted on education and rural development to review the status of the topic from the standpoint of public policies and the conceptual frameworks on which they are based and also to shed light on what may be called "good practice." The findings of the study are meant to serve not as models, but rather as points of reference for all those who are seeking ways of developing education in rural areas and contributing more effectively to rural development. Chapter I, "Education and Rural Development: Setting the Framework" (David Atchoarena and Charlotte Sedel), provides a contextual and theoretical introduction to the new rural development and poverty reduction thinking, as well as a discussion on the contribution of education to rural development. In Chapter II, "Basic Education in Rural Areas: Status, Issues and Prospects" (Michael Lakin with Lavinia Gasperini), the book reviews in depth the provision of basic education in rural areas and offers some policy directions for improvement. Further exploring a particular dimension of basic education, Chapter III, "Making Learning Relevant: Principles and Evidence from Recent Experiences" (Peter Taylor, Daniel Desmond, James Grieshop and Aarti Subramaniam), devotes specific attention to strategies linking the formal school teaching with students' life environment, including agriculture, and to garden-based learning. The intention is to provide updated information and new insights on much-debated aspects which are often associated with rural areas although their application is much broader. Chapter IV, "Strategies and Institutions for Promoting Skills for Rural Development" (David Atchoarena, Ian Wallace, Kate Green, and Candido Alberto Gomes), shifts the analysis from education to work and discusses the implications of the transformation of rural labor markets for skill development. A particular concern is the rise in rural non-farm employment and the need to enlarge the policy focus from agricultural education and training to technical and vocational education for rural development. This debate is taken further in Chapter V, "Higher Education and Rural Development: A New Perspective" (Charles Maguire and David Atchoarena), which considers higher level skills and the contribution of the tertiary education sector to rural development. Special attention is given to the reform of higher agricultural institutions and lessons based on case studies are provided to document good practice in institutional reform. Finally, Chapter VI, "Main Findings and Implications for Policy and Donor Support" (David Atchoarena with Lavinia Gasperini, Michael Lakin and Charles Maguire), concentrates on the main findings of the study and discusses policy implications and possible responses for donors and countries. (Contains 28 tables, 14 figures, and 64 boxes.).
This comprehensive scientific work embraces, within the generic theme of "educations, territorialities and territories", the vast majority of different facets of the complex relationships between educations and territories that have developed over time. It sheds an original light on the many - and, for some, new - interactions between territories-territories, on the one hand, and educations, on the other hand, which have recently been identified and analyzed. Beyond this main objective, it contributes to improving the fine and differentiated understanding of the concept of territory in the sciences of education and training and, more importantly, it brings innovative developments to the still embryonic theorization of the complex relations between educations. and territories-territorialities. This book shows, in particular, through its surveys, its analyzes and its results, that within all the multiple influences attributed to the different dimensions of the territories, the very discrete territoriality - falling within the symbolic territory - is perhaps finally the the most important territorial vector in terms of education in certain areas (rural Montagnards, for example), particularly as regards educational and vocational guidance, but not only. Lastly, it is not uninteresting to note that the theme it bears is spreading more and more today beyond scientific circles: the problem of inequalities in education and orientation of territorial origin is fueling - recently - the controversies and the reflections of the French educational policy which is thus sometimes echoed - in declarative terms essentially for the moment! - scientific advances in this area
Farming for Us All gives us the opportunity to explore the possibilities for social, environmental, and economic change that practical, dialogic agriculture presents.
Rapid structural transformation and urbanization are transforming agriculture and food production in rural areas across the world. This textbook provides a comprehensive review and assessment of the multi-faceted nature of agriculture and rural development, particularly in the developing world, where the greatest challenges occur. It is designed around five thematic parts: Agricultural Intensification and Technical Change; Political Economy of Agricultural Policies; Community and Rural Institutions; Agriculture, Nutrition, and Health; and Future Relevance of International Institutions. Each chapter presents a detailed but accessible review of the literature on the specific topic and discusses the frontiers in research and institutional changes needed as societies adapt to the transformation processes. All authors are eminent scholars with international reputations, who have been actively engaged in the contemporary debates around agricultural development and rural transformation.