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Titlebook: Seeds for Diversity and Inclusion; Agroecology and Endo Yoshiaki Nishikawa,Michel Pimbert Book‘‘‘‘‘‘‘‘ 2022 The Editor(s) (if applicable) a

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发表于 2025-3-21 19:24:14 | 显示全部楼层 |阅读模式
书目名称Seeds for Diversity and Inclusion
副标题Agroecology and Endo
编辑Yoshiaki Nishikawa,Michel Pimbert
视频video
概述Contributes to a more nuanced debate around seed system resilience.Goes beyond the dominant dichotomous conceptualization of seed governance.Critically examines the seed system through case studies of
图书封面Titlebook: Seeds for Diversity and Inclusion; Agroecology and Endo Yoshiaki Nishikawa,Michel Pimbert Book‘‘‘‘‘‘‘‘ 2022 The Editor(s) (if applicable) a
描述.This open access book will contribute to a more nuanced debate around seed system resilience that goes beyond the dominant dichotomous conceptualization of seed governance often characterized as traditional vs modern, subsistence vs commercial, or local vs global. While reflecting on the expanding oligopoly in the current seed system, the authors argue that such classifications limit our ability to critically reflect on and acknowledge the diverse approaches through which seed governance is practiced around the world, at various scales, creating a mosaic of dynamic complementarities and autonomies.  The authors also highlight the importance of this much needed dialogue through case studies of seed governance approaches and practices found in and around Japan.  .
出版日期Book‘‘‘‘‘‘‘‘ 2022
关键词Agroecology; seed governance; food sustainability; Food Sovereignty; seeds; symbiosis; food governance; com
版次1
doihttps://doi.org/10.1007/978-3-030-89405-4
isbn_ebook978-3-030-89405-4
copyrightThe Editor(s) (if applicable) and The Author(s) 2022
The information of publication is updating

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Ayako Kawaire globally aware in their teaching practices and were able to describe and demonstrate strategies in science lessons. Implications include (1) the need to model individual funds of knowledge and (2) the need for teacher educators to provide and model ways to embed global science education through a
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Mitsuyuki Tomiyoshi Chapel Hill, 2014). They reported improvements in their perceptions of their global competence related to teaching globalized science. They attributed these improvements largely to having opportunities to apply these competencies and then reflecting on their practice in their field experiences.
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Stan Blackley,David McVey,Maria Scholten,Adam Veitchstudents entering a university in southern China be expected to know the words to an older English musical? And why was it the responsibility of English teachers and the university to “civilize” the students and “align their moral compass”? In my years of teaching in the USA, I had never been tasked
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