* Sections that have been italicized are original projections for the SOS that ended up being removed.
Description
“Local and Global Reform in The American Food System” is an SOS designed to explore local and global food systems and the inequities that exist inherently within them. For this contract, the student will work with Seattle based non for profit Community Alliance For Global Justice to explore questions of commodification and the impacts of corporate involvement in a capitalist food system.
By assisting in research work, event planning, community involvement and using Kyla Wazana tompkins’ Racial Indigestion as a primary text, the student will come to an informed stance on the subject, participate in weekly seminars and create bi-weekly writing pieces as evidence of her learning.
Learning Objective 1:
How does the capitalist drive for commodity extraction function locally and globally in this day and age?
Activities 1:
Through my internship, I will examine the motives and challenge the development ideology pushed by governments, corporations, and philanthropic groups in regards to the push of corporate driven industrial models of agriculture into Africa by working with CAGJ’s AGRA watch campaign.
I will also conduct research on AquaAdvantage salmon (the first genetically engineered animal meant for consumption) and impacts on northwest tribal people as well as other potential environmental and social implications of transgenic fish.
What My Sponsor Will Evaluate:
In addition to my internship work I will create a weekly 500-word writing piece synthesizing relevant information discussed in program and in readings with CAGJ related research and findings.
I will also create weekly writing pieces for seminar and post them on my website.
I will use Kyla Wazana Tompkins Racial Indigestion as a key text to assist in my research and writing.
Learning Objectives 2:
What potential do food justice solidarity campaigns and pushing for education have in the reform of the current corporate-driven American food system?
Activities 2:
I will examine community involvement in CAGJ and other organizations across to the country to understand effective ways to pursue involvement in food system reform.
Through CAGJ I will work and communicate with community and tribal members to promote sovereignty with local indigenous fishing populations against genetically engineered salmon.
I will also work with Familias Unidas Por La Justicia against the wage theft, racial harassment and other labor malpractices perpetuated by Driscoll and Sakuma Bros Berry Farm.
What My Sponsor Will Evaluate:
I will create a “ways to get involved” tab on my website listing events, information and tips on contributing to the reform of local and global food systems.
I will assist in planning and compile information and research for an anti-GE salmon event at the UW longhouse in March. I will provide photos, information and a brief of the event on my WordPress.
Through my internship I will complete research, writing and event organizing that I will compile on a WordPress.
On my WordPress I will also showcase 2 video projects with CAGJ, weekly activities completed, writing pieces and photographs when appropriate.
I will use relevant journal articles regarding tribal histories with salmon and study the Boldt decision, the medicine creek treaty, and others.
Learning Objectives 3:
What role do genetically engineered foods play in the current commodification process worldwide?
Activities 3:
I will conduct research on the history of genetically engineered foods and corporate framing of activists against genetically engineered foods as being “anti-science”.
What My Sponsor Will Evaluate:
Through my research work about GE salmon and the AGRAwatch campaign, I will come to an informed stance and create a minimum of 3 500 word writing pieces on the subject.
I will read Seeds Of Deception as a key text in my research of the history of genetically engineered foods.
Evaluation Of Work
The student will complete all assignments as described on the syllabus,
including weekly documentation on the Project pages of the SOS program website.
Whenever possible, the student will provide the faculty with a field supervisor,
subcontractor, or mentor’s descriptive assessment of in-program ILC work
completed with their guidance, expertise, or supervision by week 10. The student
will complete comprehensive mid-quarter and final narrative self-evaluations and
submit them to faculty prior to mid-quarter and final end of quarter
student-faculty conferences. For the final blog post on Project websites, each
student will post, and when possible present in class on Tuesday of week 10, a
10-minute PowerPoint Presentation of 10-15 slides with text that demonstrates
the highlights of the student’s in-program ILC Project website at . Note:
this final post should NOT include new images or text, rather it is a
compilation of the highlights of all previous work posted during the quarter.
Think of it as a “best of my website/eJournal” for my SOS in-program ILC
project.