Uncovering #decolonial pedagogies for learning #agroecological transitions: comparative analysis of #SouthAmerica cases
Michelle Bonatti, et al, October 2025, published in Global Environmental Change.
Highlights:
• Decolonial pedagogies can facilitate agroecological transition processes.
• Pedagogical models facilitate agroecological transitions by integrating diverse epistemologies in agriculture practices.
• This study identifies three contextual learning narratives: Living, Resistance, and Hybrid Pedagogies.
• A main archetype has been discovered, known as the 'South pedagogies archetype'.
• The operational decolonial pedagogies framework shows how agroecological knowledge is created in the territory.
Conclusion:
"This study reflects on the strengths, nuances, and contextual factors shaping three distinct learning processes, offering insights into the effectiveness of diverse pedagogical approaches for agroecology that value the epistemologies of the South. The research recognizes that potential agroecological transitions face challenges from entrenched power structures and the historical #erasure of knowledge systems, calling for more than technical adjustments—rather a fundamental revaluing of diverse ways of knowing and being is essential. In this context, this research responds to the pressing need for a deeper understanding of pluriversal knowledge systems, epistemologies of the South, and learning approaches that have emerged organically within the Latin American context, where agroecological movements have deep and strong roots.
The growth of agroecology, also as an academic discipline, presents both opportunities and challenges. While it validates traditional agricultural practices within Western scientific frameworks, it risks perpetuating colonial knowledge hierarchies if not grounded in decolonial perspectives. Decolonial pedagogies are fundamental for accelerating agroecological transitions. As shown in this study, traditional communities in #Colombia and #Peru have preserved and evolved their #agroecology knowledge systems through generations of #CollectiveLearning, offering profound insights into #Sustainable #FoodProduction that transcend the limitations of Western scientific methodologies. In parallel, decolonial pedagogies in the Brazilian case were essential to promote agroecological transition that started recently in the last decades.
"The three contextual narratives that emerged from the South pedagogy archetype are intricate and interconnected, defying simplistic categorization. This study shows how the South pedagogy archetype serves as a model of resistance to poverty and social exclusion through agroecology. As research understanding deepens, there is a pressing need to explore Indigenous pedagogies to unveil additional valuable approaches to learning that lead to more inclusive educational models that resonate with diverse learners and address complex global challenges.
"By showcasing the rich knowledge systems and alternative learning structures present in these three cases, this research provides valuable insights for policymakers, educators, and practitioners. These findings can inform the co-creation of strategies that nurture agroecological systems and transitions, embrace the growing diversity of agroecology approaches, and navigate the complexities inherent in designing learning processes that value multiple ways of being."
Read more:
https://www.sciencedirect.com/science/article/pii/S0959378025000792#ab005
#SolarPunkSunday #Decolonize #Agroecology #Brasil #SouthAmerica #SustainableFoodProduction #SustainableAgriculture #TraditionalEcologicalKnowledge #TEK
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