How the collaborative work of farm to school can disrupt neoliberalism in public schools

• Published in: Agriculture and human values Vol. 38; no. 1; pp. 59 - 71
• Main Authors: Bisceglia, Andrea, Hauver, Jennifer, Berle, David, Thompson, Jennifer Jo
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01-02-2021; Springer Nature B.V
• Subjects: Agricultural Economics; Agricultural Ethics; Collaboration; Collaborative work; Curricula; Development Studies; Education; Educational systems; Environmental Sociology; Everyday life; Farmers; Farms; Food; Funding; Gardens & gardening; Humanities and Social Sciences; Individualism; Learning; multidisciplinary; Neoliberalism; Nutrition; Philosophy; Private schools; Public schools; Rural communities; Schools; Science; Social change; Social inequality; Social interactions; Socioeconomic factors; Students; Sustainable Development; Teachers; United States > US; Affective labor; Materiality; Farm to school; Neoliberalism; Food systems education
• ISSN: 0889-048X; 1572-8366
• DOI: 10.1007/s10460-020-10128-3

Farm to school (FTS) is a popular approach to food systems education in K-12 schools across the United States. FTS programs are highly heterogeneous, but generally include serving locally grown fruits and vegetables in school nutrition programs, planting and maintaining school gardens, and engaging students in garden and food-based learning across the school curriculum. While FTS has been promoted as a “win–win–win” for children, farmers, and communities, it has also been critiqued for reinscribing neoliberal trends (i.e., individualism, private funding, and volunteerism) that exacerbate social inequalities. Through a year-long, ethnographic study of FTS within one public middle school in the Southeast US, this paper contributes to these debates. Drawing upon theoretical frameworks of materiality and affective labor, we investigate how engagement with FTS activities can transform the social practice of everyday life in school for students, staff, and teachers. We find that FTS can reframe success in collaborative terms, engage the school around collective responsibility, and foster relationships across socioeconomic and racial difference. Although there is continued need to expand policies to ensure equitable funding for FTS, our research demonstrates that the hands-on work and collective subjectivities produced through FTS can mitigate the harms of neoliberalism and be a force for positive social change within a school.