Towards Food Sovereignty Reclaiming autonomous food systems Michel Pimbert Reclaiming Diversi TY & CiTizensHip Towards Food Sovereignty Reclaiming autonomous food systems Michel Pimbert Table of Contents Chapter 7. Transforming knowledge and ways of knowing ........................................................................................................................3 7.1. Introduction...............................................................................................................................................................................................3 7.2. Transforming knowledge..........................................................................................................................................................................6 7.2.1. Beyond reductionism and the neglect of dynamic complexity ..........................................................................................6 7.2.2. Overcoming myths about people and environment relations .........................................................................................10 7.2.3. Decolonising economics......................................................................................................................................................17 7.3. Transforming ways of knowing..............................................................................................................................................................22 7.3.1. Inventing more democratic ways of knowing...................................................................................................................22 7.3.2. Democratising science and technology research...............................................................................................................23 7.3.3. De-institutionalising research for autonomous learning and action...............................................................................41 7.3.4. Re-enchanting the world through self-reflective and holistic ways of knowing............................................................53 7.3.5. Enabling contexts for social learning and action..............................................................................................................58 7.4. Concluding remarks ................................................................................................................................................................................63 Image references ............................................................................................................................................................................................65 Audio references ............................................................................................................................................................................................67 Video references.............................................................................................................................................................................................68 Links to websites, audio and video clips This document is best downloaded to your www appear throughout; please click on the icons computer, and viewed in the latest version when you see them to view and listen. of Acrobat reader, available free from Provided you are online the music will open Adobe (click here to download) in a separate player or browser. Alternative movie links are also provided should you The video clips are all QuickTime files; the have any difficulty playing within the PDF player is also free (click here to download) document. 2 of 70 Chapter 7. Transforming knowledge and ways of knowing “We can’t solve problems by using the same kind of thinking we used when we created them” Albert Einstein (1938) “….political subversion presupposes cognitive subversion” Pierre Bourdieu (1982) 7.1. Introduction Essentially, knowledge is a form of power that is mediated by how evidence is constructed by specific actors for particular purposes, reflecting and reinforcing specific conceptualisations of the world and social commitments (see Feenberg, 2004; Latour, 1987; Levidov, 1986; Ravetz, 1991 and 1996; Young, 1977). Power can be exercised by framing1 issues in certain ways, by defining the problems that need solutions, or through accounts of reality that promote one vision over others. These politics of knowledge are not only about how different people frame problems and construct reality, but also how they apply evidence in the political decision-making process that shapes the governance of society and the environment. As such, knowledge politics are important in all societies throughout the world. However, they are perhaps becoming more significant today as the world re-organises into a global knowledge society. For example, scientific knowledge plays an increasingly significant role in the development and management of food 1 Framing “is a way of selecting, organizing, interpreting, and making sense of a complex reality to provide guideposts for knowing, analyzing, persuading and acting” (Rein and Schon, 1991). 3 of 70 systems throughout the world. “Science mediates our cultural food sovereignty paradigm. However, the analysis and priorities experience. It increasingly defines what it is to be a person, of indigenous peoples, nomadic pastoralists, small farmers, food through genetics, medicine and information technology. Its values workers, forest dwellers, and food consumers are largely absent get embodied and naturalized in concepts, techniques, research from the IAASTD report.2 Indeed, this intergovernmental priorities, gadgets and advertising” (Science as Culture, 2007). process did not develop any mechanism to directly include the Scientific knowledge is a major driver of the social, economic and perspectives of local food providers and consumers in environmental changes in food systems, bringing about sweeping discussions and policy recommendations on the future of changes that affect everyone living today (see sections 2.1 and agricultural knowledge, science and technology. 2.2). But despite its huge significance for human well-being At both the global and local levels, and the environment, very few contestations over knowledge—and citizens are able to meaningfully who controls its production—are control or influence what type of integral to the power relations and knowledge is produced, for struggles of social movements that whom, how, where and why. promote food sovereignty. This is because the endogenous development This democratic deficit is of food systems based on bio-cultural apparent in the recent diversity requires radically different International Assessment of knowledge from that on offer today Agricultural Science and in mainstream institutions Technology for Development (universities, policy think tanks, (IAASTD). The purpose of the donor organisations, trade unions…). IAASTD was “to assess There is indeed a need to actively agricultural knowledge, science transform and construct knowledge and technology (AKST) in order for diversity, decentralisation, to use AKST more effectively to dynamic adaptation and democracy. reduce hunger and poverty, improve rural livelihoods, and facilitate equitable, A fundamentally new paradigm for science and knowledge is environmentally, socially and economically sustainable thus required to achieve food sovereignty. And whilst this development” (Box 7.1). The IAASTD has undoubtedly paradigm shift has many dimensions (see Box 7.2), I primarily produced a landmark report that is both timely and remarkable focus here on transformations in the nature of knowledge and in in scope. This is the first independent global assessment which ways of knowing (the nature of human inquiry). acknowledges that small-scale, low impact farming sustains crucial ecological and social functions. Many of its more progressive recommendations, such as the need for much greater 2 See: http://www.iied.org/natural-resources/media/rethinking-agriculture- emphasis on agro-ecological approaches, are consistent with the research-meet-peoples-needs 4 of 70 Box 7.1. The International Assessment of Agricultural Science and Technology for Development (IAASTD): a wake-up call for the future of food production and the environment What kind of agricultural knowledge, science and technology is economies throughout the world. They also examined the needed to solve the pressing social and environmental problems potential role of AKST on the future development of of global agriculture? After a three-year study designed to agriculture, and what structural, institutional, economic and answer this question, the recent International Assessment of social changes would be needed to “reduce hunger and Agriculture Science and Technology for Development poverty, improve rural livelihoods, and facilitate equitable, (IAASTD) concluded that “Business as usual is not an option”. environmentally, socially and economically sustainable development”. The IAASTD was launched as an intergovernmental process guided by a multi-stakeholder, 60-person strong office, under In its final report, the IAASTD recognised the difficulties the co-sponsorship of the UN Food and Agriculture facing world agriculture in delivering nutritious, safe and Organization (FAO), Global Environment Facility (GEF), affordable food without causing irreparable or long-term harm United Nations Development Program (UNDP), United to local communities and the environment, especially in a Nations Environment