Classroom Module
1. Produce a short video featuring one or more sites you deem promising as part of your AB551 urban agriculture site suitability analysis. You may work alone or in a group. Upload your video to YouTube or Vimeo and provide the link on your class web research project space. Due Tuesday, May 24, 2016
For details about AB 551, see:
Havens, Erin and Antonio Roman Alcalá. 2016. Land for Food Justice? AB 551 and Structural Change (Land and Sovereignty Policy Brief #8, Summer 2016). Oakland, CA: Food First/Institute for Food and Development Policy.
2. Design a poster (upload on June 2 to your class research portfolio)  to communicate something significant (noteworthy) about your favorite vacant lot or lots. By "favorite" we mean the lot(s) you selected as the most promising using the criteria applied in your site suitabliity analysis (i.e., the lot you judged as having the greatest chance of actually being transformed into a site for urban agriculture).  Target a particular audience: e.g., community members, food justice advocates, elected officials, urban farmers, academics, real estate agents, private property owners, community gardeners). See the poster template. Be sure to include these elements on the poster:
  • photo of the lot or lots
  • assets and constraints that factor into the lot's prospect as a site for urban agriculture (make reference to the evidence you gathered in making your site suitability determination).
  • a link to your video (and interview, if relevant)
  • reference to some scholarly work relevant to the noteworthy point you are making on the poster (tie this into one of the class learning objectives). 

Learning Objectives

  1. Define food justice; discuss how food justice intersects with other conceptions of justice (global, social, economic, and environmental), and with inequities involving race, class, gender and governance.
  2. Gain comparative and holistic knowledge of today’s food systems (production, distribution, consumption, and waste) with an emphasis on food system problems and their possible solutions.
  3. Analyze how the food choices we make as individuals collectively influence political, socio-economic and ecological changes taking place locally, regionally and globally.
  4. Develop analytic, research and writing skills to examine how low-income communities of color are disproportionately impacted by food injustice in part thru structural racism  (socio-economic and institutions relationships that tend to oppress people of color—e.g., wage discrimination and poor working conditions for food and farmworkers of color).
  5. Evaluate food justice contributions to political debates shaping science and technology policy, including the biological revolution currently transforming global agriculture (e.g., genetically modified organisms, corporate control over seed distribution and use).
  6. Explore the idea of food justice and alternative food systems in the context of neighborhood, city, metropolitan and regional policy and planning (describe key challenges from a governance standpoint: food councils, food alliances, urban-rural coalitions, bioregionalism).
  7. Analyze the political strategies and capabilities of food justice organizations and movements in San Diego (identify what they are doing, where, how and why; and chart opportunities to get involved).


Review videos highlighting certain critiques

Just slides (slow pacing gets boring, random music, motion, some words stayed on the screen too long):

Combination of talking head and slides (lots of cuts, repetition of slides and voice):

Some mix (too fast on transitions, use of transitions, pauses in speech, showed poster but couldn’t read it):

Whiteboard example (all talking head, use of transitions to reset, low camera angle, a little light on content):

Class tutuorial videos: