Ecociudadanía y educación del consumo alimentario. Buenas prácticas socioeducativas en iniciativas ciudadanas de consumo responsable

Kylyan Marc Bisquert i Pérez; Pablo Ángel Meira Cartea; Adolfo Agúndez Rodríguez

doi:10.7179/PSRI_2023.42.12

Authors

Kylyan Marc Bisquert i Pérez University of Santiago de Compostela https://orcid.org/0000-0002-1264-8678
Pablo Ángel Meira Cartea University of Santiago de Compostela https://orcid.org/0000-0003-0194-7477
Adolfo Agúndez Rodríguez University of Sherbrooke https://orcid.org/0000-0001-9552-9588

DOI:

https://doi.org/10.7179/PSRI_2023.42.12

Keywords:

consumption education, diet, ecocitizenship, culture of sustainability, good practices

Abstract

The industrial-globalized agri-food system is a critical factor in the current socio-environmental crisis. Their impacts contribute significantly to overcoming the biophysical planetary boundaries and it generate also deep inequality gaps, while global food security goals remain unfulfilled. In this context, the socio-cultural construction of the diet plays a fundamental role in an ambivalent sense: on the one hand, it may favour the reproduction of such a system; on the other, it may promote alternatives configured under criteria of responsible consumption. In this way, it becomes an educational element of special relevance to promote the transition to sustainable agri-food systems. In this sense, in the study presented here have been explored the socio-educational good practices developed by citizen initiatives that provide alternative channels and spaces for responsible food consumption. Through a multiple case study conducted in the province of A Coruña (Galicia) with the application of 42 semi-structured interviews, the general characteristics of these initiatives, their organization, and their socio-educational dimension were analyzed. Likewise, from an eco-citizen approach of consumption education and from the framework of the culture of sustainability, the socio-educational practices that the analyzed initiatives develop were valued, identifying those likely to contribute to building an education model of food consumption located in the coordinates of environmental education. Finally, based on the range of activities presented by these initiatives, four categories were identified that bring together the set of good practices selected, which are valuable sources of practical experience to articulate socio-educational approaches aimed at addressing the socio-environmental crisis from the agri-food field.

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Author Biographies

Kylyan Marc Bisquert i Pérez , University of Santiago de Compostela

Postdoctoral researcher at the Universidade de Santiago de Compostela, performing an international stay in the Centre de recherche en éducation et formation relatives à l’environnement et à l’écocitoyenneté (Centr’ERE) of the Université de Québec à Montréal and in the Université de Sherbrooke. Member of the Research Group on Social Pedagogy and Environmental Education SEPA-interea. His research focuses on the contributions of the agroecological social movement for environmental education, consumer education and climate change education.

Pablo Ángel Meira Cartea , University of Santiago de Compostela

Professor of Environmental Education (EE) at the University of Santiago de Compostela. Member of the Research Group on Social Pedagogy and Environmental Education SEPA-interea. His research focuses on the theoretical foundations of EE, the design and evaluation of EE public policies, social representations of climate change and education and communication to respond to the climate emergency. María Barbeito Prize for Pedagogical Research (2009). Director of the Resclima Project (www.resclima.info).

Adolfo Agúndez Rodríguez , University of Sherbrooke

Professor in fundamentals of education and research methodology at the Université de Sherbrooke. Member of Centre de recherche en éducation et formation relatives à l’environnement et à l’écocitoyenneté(Centr’ERE). His main research topics are related to the development of complex thinking on eco-socially living issues (environment, climate change, consumption, cosmopolitanism). In this sense, he privileges the methodology of learning in research communities both in the courses he teaches and in the participating research he coordinates.

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