The classroom as relationship: experience, interconnectedness, and pathways to critical thought

Abstract

ABSTRACT Experiential learning has long been a part of higher-education food and agricultural training. This paper focuses on experiential learning in a graduate food studies course on dairy. It suggests that relationships and camaraderie built in part through an experiential approach to learning may act as mediator and facilitator of both empathetic and critical thought around food and agriculture. Shared experiences outside the classroom may also help create a foundation for deep engagement among students and democratized discussions in the classroom. While this kind of approach may not be viable in every institution or situation, this paper seeks to contribute to a growing literature around a variety of teaching strategies that can play a role in food systems education.