Michiel De Krom

Using policy discourses to open up the conceptual space of farm education : inspiration from a Belgian farm education network

Abstract Farm education organized by farmers and directed towards students and groups of citizens is a relatively new practice often considered as one specific business strategy to diversify farmers’ income. Although we endorse the importance of an economic rationale we argue that this conceptualization undermines a diversity of perspectives on educative processes that address societal transformation and the political role of intergroup and interpersonal deliberation. In this paper, we start from the observation that on the European level three different competing policy paradigms or discourses are being advocated. Reasoning from a discourse-analytical perspective these policy discourses cannot be considered as mere ideas floating in abstraction but constitute interpretative frames that have concrete implications for practices in the agro-food domain. Along these lines, we reveal three analytically distinct educative practices by specifying how each discourse articulates meaning to make sense of farm education in terms of goals, relations and actions. Our theoretical assumptions on education are informed by John Deweys pragmatist conception of education which starts from the idea that the mutual recognition of social interests are co-constitutive for the experience of learning. We use a case study on a regional farm education network in Belgium to illustrate how farmers educative efforts can be enrolled differently in educational practices according to different discursive frames and how these different educational practices enable or constrain social and educational arrangements that promote a sustainability transition. We conclude that farm education is a multifaceted educational practice and reflect on its potentialities and pitfalls to foster (emancipatory) agency to re-balance conflicting interests towards sustainable development.

“Fairtradization”: a performative perspective on fair trade markets and the role of retail settings in their enactment

ABSTRACT In line with the Callonian approach in economic sociology, this paper introduces the concept of “fairtradization” to analyze the assemblages of human agents, material devices, and discourses through which the fair trade market is enacted. We argue that the retail setting is a key site for the enactment of particular versions of “fair trade,” focusing on a case study of the newly designed world shops in Flanders (Belgium). We reveal that the new shop design – aimed to address particular overflows resulting from the mainstreaming of fair trade – constitutes a multivocal shopping environment that enables four analytically distinct enactments of fair trade shopping. Our analytical approach opens up a more dynamic and complex understanding of fair trade beyond the unidirectional diagnosis of mainstreaming. More generally, it provides support for a radically performative view of consumption markets, pointing to the importance of retail settings as socio-material spaces for their enactment.