Incorporating Cultures' Role in the Food and Agricultural Sciences.

Front Cover; Incorporating Cultures' Role in the Food and Agricultural Sciences; Copyright Page; Dedication; Contents; List of Figures; List of Tables; List of Contributors; Preface; Listen! A Foreword to Recognizing Culture in Food and Agriculture; Acknowledgments; I. Fundamentals of the Culture and Agriculture Relationship; 1 The Quiet Revolution: Where Did You Come From?; Definition of Culture; What Do We Mean by Indigenous?; Ethno-Relativity; Chapter-by-Chapter Summary; References; Further Reading; 2 Failures; Case Study 1. The Chicken Award.

Case Study 2. The International War on Locusts and GrasshoppersCase Study 3. Fry Bread; Case Study 4. The Use of River Systems in the Western United States to Produce Food for the Nation; Concluding Reflections on Failures; References; 3 Decolonization and the Holistic Process; Introductions; Connection to Land Is a Prelude to Appreciating Wholeness; Introduction to the Holistic Process; Decolonizing Methodologies: First Step Toward the Holistic Process; Identifying Communication Languages; Establishing Ownership of Original Data or Products; Summary Reflections on Decolonization.

The Build Up of ColonizationA Paradigm Adjustment for Reductionist (Western) Science; Traditional Ecological Knowledge Becomes Visible During Decolonization; The Holistic Process; The New Paradigm for Teaching in the Food and Agricultural Sciences; Using the Holistic Process; The Expansive Collaborative Model for Community Engagement and Service-Learning; Conclusion; References; Further Reading; 4 Immersion; Definition of Immersion; Case Study 1. An MSU French Professor Collaborates With an Entomology Professor on a Malian Food and Health Project; Introduction; My Na�ive State.

Growing AwarenessApplying Cultural Knowledge; Case Study 2. Arranging Successful Immersions at an Institution Level; Introduction; Annual Undergraduate Immersions; Evaluating Immersion Results; Case Study 3. Native Foods and Food Deserts; Why Is the Mini-Immersion an Essential Part of Education?; Mini-Immersion Process; Native Plants and Native Foods on the Northern Cheyenne Reservation; "Let's Pick Berries" Project; Summary of Case Study 3; Are There Negative Consequences From Not Including Immersion in General Education?; Concluding Thoughts on Immersion; References; Further Reading.

II. Listening In and Between Communities5 Listening With Subsistence Farmers in Mali; Introduction to Sanambele, Mali, and the Main Communicators; Reconciling the Role of Health in the Village's Food and Agriculture System; Food Security, Stunting, Amino Acid, and Micronutrient Deficiencies: What is the Culture-Smart Agriculture Answer in Villag ... ; The Gourd Story; Concluding Reflections; References; 6 Listening With Native Americans; Phase 1: Awakening; Phase 2: Indigenous Teaching and Learning; Beginning a Relationship With the Apsaalooke; "Let's Pick Berries" Project.

Annotation This volume addresses the practical needs of the professors, administrators and students who often face challenges of working together with Indigenous peoples with whom they have no prior experience. Missed communication, failed projects and unrealistic goals are daily realities. Academia and industry often encounter frustration in recruiting and retaining Native American students and other ethnicities. This text is a guide for anyone working in the food or agriculture disciplines or industries, particularly for those working with people of a culture different from one's own.