Intro -- Integrating Agriculture, Conservation and Ecotourism: Societal Influences -- Foreword -- Managing for sustainability is a necessary adaptive strategy -- References -- Acknowledgements -- Contents -- Biosketches of Editors and Authors -- Series Editors -- Series Associate Editors -- Authors for Volume 2 -- Future Visions for Experiential Education in the Agroecology Learning Landscape -- 1 Introduction: Current Perspectives in Agroecology Education -- 1.1 Current Perspectives -- 1.2 Historical Precedents -- 1.3 Theories Guiding Systems Action Education -- 1.4 Moving from Components into Systems -- 1.5 Experiential Learning by Distance -- 1.6 Focus on Capacity-Building -- 1.7 Working with Non-University Stakeholders -- 1.8 Successful Models in Norway, France, and the United States -- 1.9 Challenges in Implementation -- 1.10 Future Learning Landscapes -- 2 Historical Precedents for Experiential Learning -- 2.1 Research and Writing of John Dewey -- 2.2 Outdoor Education and Kurt Hahn -- 2.3 Social Change and Paolo Freire -- 2.4 Learning Cycle of David Kolb -- 2.5 Other Historical Influences -- 3 Theoretical Foundation for Systems Action Education -- 3.1 Challenges to Our Life-Support Systems -- 3.2 New Systems of Social-Biophysical Innovation -- 3.3 Reflexive and Adaptive Governance -- 3.4 Second-Order Research and Development -- 3.5 Boundary Organizations -- 3.6 Outcomes of Systems Action Education -- 3.7 Systemic and Systematic Practice as a Fundamental Competence -- 3.8 Essential Elements of SAE Curriculum and Pedagogy -- 3.9 Conclusions and Implications for SAE Practitioners -- 4 Building Components into Integrated Systems -- 4.1 Research and Teaching in Complex Agroecosystems: Four Models -- 4.2 Beyond the Models: Designing for Complexity and Resilience -- 5 Potentials for Experiential Distance Learning.

5.1 Experiential Learning Using Information and Communication Technologies -- 5.2 Learning Principles and ICT -- 5.3 Practical Methods for Distance Learning -- 5.4 Distance Learning Applications at the University of Nebraska - Lincoln -- 5.5 A Nordic Net-Based Course in Agroecology -- 5.6 Potentials for Blended Courses in Agroecology and Capacity-Building Ph.D. -- 6 Capacity-Building Through Experiential Learning -- 6.1 Importance of Doctoral Programs in Capacity-Building -- 6.2 Beyond Monocultural Agricultural Systems and Educational Thinking -- 6.3 Importance of Capacity-Building -- 6.4 Capacity-Building Through Open-Ended Cases -- 7 Experiential Learning in Collaboration with Non-University Stakeholders -- 7.1 M.Sc. Students Participating in Real-Life Project Work -- 7.2 A Dual Learning Ladder Model for Action-Oriented and Stakeholder-Involved Learning -- 7.3 Students Collaborating with Stakeholders in Action-Oriented Learning -- 8 Successful Models of Experiential Systems Learning -- 8.1 Agroecology M.Sc. Program in Norway -- 8.2 Agroecology Summer Course in the U.S. Midwest -- 8.3 Experiential Learning in Field Excursions in Southern France -- 8.4 Experiential Travel Course in the U.S. Pacific Northwest -- 9 Challenges and Opportunities for Experiential Learning in Universities and Colleges -- 9.1 Students in Higher Education as a Unique Audience -- 9.2 Colleges and Universities as Unique Environments -- 9.3 Challenges to Experiential Learning -- 9.4 Potential to Expand Experiential Learning in Universities and Colleges -- 10 Experiential Learning in Agroecology Learning Landscapes: Back to the Future -- 10.1 Reflections on Current Experiential Learning -- 10.2 Relevant Lessons from History -- 10.3 Emerging Theories of Experiential Learning -- 10.4 Broadening Education to Embrace Integrated Systems.

10.5 Future Potentials of Distance and Blended Learning -- 10.6 Building Capacities for Effective Collaboration -- 10.7 Stakeholder Involvement in Future Learning Landscapes -- 10.8 Extending the Experiential Agroecology Model to Other Groups -- 10.9 Converting Challenges into Opportunities -- 10.10 Institutions and Future Learning Landscapes -- References -- International Shifts in Agricultural Debates and Practice: An Historical View of Analyses of Global Agriculture -- 1 Introduction: Drawing on the Past, Imagining the Future -- 2 The Red and Green Revolutions -- 2.1 Open Debates: Critiques of the Green Revolution -- 3 The 1980s Turn: Toward a More Holistic Approach -- 4 The Changing Rural and Discursive Landscape of the 1990s and Moving Forward -- 4.1 Land Reform, Titling, and Large-Scale Development Infrastructure -- 4.2 Rural Livelihoods, Off-Farm Work, and the Reshaping of the Rural Landscape 42 -- 5 Global Assessments -- 5.1 Poverty, Environment, and Climate Change Assessments -- 5.2 Assessments as Planning and Policy Instruments -- 5.3 Poverty, Food, Environment, Climate Change, and Agricultural Assessments -- 5.4 Food and Agriculture Assessments and Debates -- 6 Food Policies and the Food System -- 7 Food Security and Food Sovereignty 69 -- 8 Concluding Reflections -- References -- Sustainability Standards and Their Implications for Agroecology -- 1 Introduction: Historical Evolution of Sustainability Standards -- 1.1 What Are Sustainability Standards, Eco-Labels, and Certification? -- 1.2 Historical Progression/Emergence of Sustainability Standards -- 1.3 Sustainability Standards and Commoditization: A Historical Analysis -- 1.4 Drivers of Sustainability Standards -- 1.5 The Relationship Between State, Civil Society, and Private Actors in Sustainability Standards.

1.6 How Do National Contexts Shape the Application of Sustainability Standards? -- 2 Comparison of Different Types of Sustainability Standards -- 2.1 Sustainability Standards from Non-governmental Organizations/Civil Society Organizations -- 2.2 Sustainability Standards from Private Corporations -- 2.3 Sustainability Standards from Multi-Stakeholder Collaborations -- 2.4 Roundtables -- 2.5 Sustainability and Palm Oil -- 2.6 Impact of Different Types of Certification: First-Party, Second-Party, Third-Party -- 2.7 Walmart™ Sustainability Index -- 2.8 State and Private Sustainability Standards -- 2.9 "Orchestration Deficit" of Having a Multiplicity of Standards -- 3 Values and Norms: What Criteria Are Used for Sustainability Standards and Indicators? -- 3.1 General Thoughts -- 4 How Successful Are Sustainability Standards in Promoting Sustainability? -- 4.1 Positive Impacts of Sustainability Standards -- 4.2 Limitations and Shortcomings of Sustainability Standards -- 4.3 Reasons for Shortcomings -- 4.3.1 Problem of Demand and Consumption Habits -- 4.3.2 Reliance on Market Logic -- 4.3.3 Failure to Address More Systemic Problems -- 4.3.4 Difficulty of Navigating Local Land Tenure Arrangements -- 4.3.5 Lack of Regional and National Specific Standards -- 4.3.6 Dilution Through Negotiation in Multi-Stakeholder Partnerships -- 4.3.7 Challenges of Documentation for Certification -- 4.3.8 Marginalization of Small-Scale Producers and Retailers -- 4.3.9 Inadequacy of Auditing Systems -- 4.3.10 Competition Among Actors -- 4.3.11 Failure to Precisely Address a Range of Concerns -- 5 What Is the Result of Competing Sustainability Standards? Does Competition Lead to More Stringent Standards or to Lowest Common Denominator Requirements?.

6 Eco-Labeling and the Impact of Sustainability Standards on Consumers - What Happens When Proliferation of Sustainability Standards Occurs? Do They Lose Market Utility? -- 6.1 Sustainability Standards as Good Business -- 6.2 Impact of Sustainability Standards on Domestic vs. Export Markets in Developing Countries -- 6.3 FSC Certification and Its Failure to Be Implemented on a Wide Scale in Tropical Countries, Despite This Being Its Original Intent -- 7 Conclusions -- 7.1 Strengths (Opportunities) of Sustainability Standards -- 7.2 Limitations (Constraints) of Sustainability Standards -- References -- Water Sustainability and Politics - Examples from Latin America and Implications for Agroecology -- 1 Introduction: Agroecology, Water and Sustainability -- 2 Moving the Agenda Forward: The Political Ecology of Water Sustainability -- 3 The Political Ecology of Water: A Case Study Analysis of the Yucatan Peninsula, Mexico -- 3.1 A Synthetic View of Yucatan Peninsula Watershed Dynamics -- 3.2 The Henequen Industry in the Yucatan -- 3.3 Y Industries in Motul, Yucatan -- 3.4 Development Policy and the Protection of the Environment in the Yucatan -- 3.5 Government Monitoring of Y Industries -- 3.6 Interview Data and the Environmental Performance of Y Industries -- 3.7 The Government Files on the Y Industries Plant -- 3.8 Interpreting the Interviews and Government Files on the Environmental Impact of Y Industries -- 3.9 The State Government's Approach to Sustainable Development -- 3.10 Federal Government and Sustainable Development -- 4 Conclusions -- References -- Index.