Fluent Essays

For this assignment, you will view a film about your research country. ( THAILAND) You will then write a short essay (about 500 words) in which you critically evaluate the film. In your essay, you must incorporate four course concepts from at least two different weeks (by first defining the concept and then applying it to your discussion). These are the concepts you may choose from:  Week Eight: Cheap Food, Green Revolution, Gender, Social Reproduction, in situ dispossession, ex situ dispossession, Imperialism  Week Nine:  adverse incorporation; exogenous agribusiness expansion; endogenous commodity market expansion; small-scale narrative; industrial narrative; differentiation  Week Ten: Imperialism; labor productivity; solidarity economy; peasant; food sovereignty; agroecology;  In order to critically evaluate the message of the film, you must first describe the message. You should do this by answering the following two questions: (1) What social consequences have resulted from the transition from farming to agriculture as depicted in the film? (See the powerpoint from Week 8 for definitions of farming and agriculture) (2) How have people in your research country resisted or sought alternatives to this transition?  Then critically evaluate the film. You may do this by arguing that the filmmaker accurately portrays the transition from farming to agriculture by describing the strength of the evidence that s/he marshals in support of their argument or by describing how this process has unfolded in similar ways in different parts of the world (citing evidence from the readings or from your own knowledge). Alternatively, you might suggest that the filmmakers portrayal of the transition from farming to agriculture is inaccurate or one-sided. You could do this by pointing to inadequacies in their evidence or by introducing another perspective from which the transition could be viewed. Be sure to review the rubric for the details on how your essay will be evaluated! General points about effective writing  A. Dont bury your thesis. Tell me right away what your paper is about. Start off with a clear statement of your topic.  B. Write with clarity and concision 1. Avoid wordiness. Dont tell me a bunch of necessary stuff. 2. If you use any technical terms or jargon, explain them. (Especially pertinent advice for this assignment, as youll be graded on the extent to which you explain and apply the course concepts).  3. Make the structure of your paper easy to follow. Dont jump around randomly. Help the reader see how you are moving from point to point. What ties this paragraph to the one before it? How is the point you are making now related to what you said above? INFORMATION  For week 10  (((WEEK 10  https://www.versobooks.com/blogs/4083-what-lasted-for-3000-years-has-been-destroyed-in-30-the-struggle-for-food-sovereignty-in-tunisia Attached in files: -Douge-prosper _Mckay et al. )))From Farming to Agriculture: Agricultural Modernization Week Eight Today is the first day of our three-class unit on Agricultural Modernization. 1 Assignments Country Assignment 1 Presentation Test Participation Mid-term Grades Response for next week Country assignment 1: please read feedback, improvement Test: plus 10 Participation: will be released today/tomorrow Mid-term grades: will be released today/tomorrow 2 Module 2: Agricultural Modernization From Farming To Agriculture: Intro to Agricultural Modernization Agro-Industrialization Otherwise Alternative Food Systems Before I discuss this thought it would be fun to take a Poll! 3 Today’s Class Understand the relationship between the global farm and the global factory Key concepts: cheap food, farming, agriculture, green revolution, gender, social reproduction, in situ dispossession, ex situ dispossession Consider how agriculture is reshaping gender relations and social reproduction Presentations 4 Country Assignment #2 (1/3) For this assignment, you will view a film about your research country. You will then write a short essay (about 500 words) in which you critically evaluate the film. In your essay, you must incorporate four course concepts from at least two different weeks (by first defining the concept and then applying it to your discussion). These are the concepts you may choose from:  Week Eight: Cheap Food, Green Revolution, Gender, Social Reproduction, in situ dispossession, ex situ dispossession, Week Nine: boom crop; adverse incorporation; exogenous agribusiness expansion; endogenous commodity market expansion; small-scale narrative; industrial narrative; agrarian developmental state Week Ten: solidarity economy; peasant; food sovereignty; agroecology *films for 2 countries up, for 2 countries still trying to acquire… 5 Country Assignment #2 (2/3) In order to critically evaluate the message of the film, you must first describe the message. You should do this by answering the following two questions: (1) What social consequences have resulted from the transition from farming to agriculture as depicted in the film? (See the powerpoint from Week 8 for definitions of farming and agriculture) (2) How have people in your research country resisted or sought alternatives to this transition?  Then critically evaluate the film. You may do this by arguing that the filmmaker accurately portrays the transition from farming to agriculture by describing the strength of the evidence that s/he marshals in support of their argument or by describing how this process has unfolded in similar ways in different parts of the world (citing evidence from the readings or from your own knowledge). Alternatively, you might suggest that the filmmakers portrayal of the transition from farming to agriculture is inaccurate or one-sided. You could do this by pointing to inadequacies in their evidence or by introducing another perspective from which thAgro-Industrialization Otherwise? Week of Monday, March 15th (week Nine) Last week, we examined some of the features of the contemporary agro-food system. As we saw, food has become increasingly commodified. Corporations are more involved in food production, and food is globally traded more than ever before. Last week, we also saw that some observers consider this development largely negative for peasants in the Global South. For example, Chung’s work on Tanzania demonstrated that agrarian development was displacing production for self-consumption and with it peoples’ ability to provide for their families. The supposed benefits of large-scale sugar production hadn’t materialized. Next week, we’re going to consider alternative food systems, or cases where production for self-consumption according to agro-ecological methods is prioritized instead of production for the market using inputs produced by agri-firms. But for this week, we’re considering three pieces of scholarship which argue that agro-industrialization doesn’t necessarily negatively impact peasants in the Global South. Rather, in order to understand the impact of agro-industrialization, we must consider the terms on which smallholders come to produce agro-commodities and the types of support they are given by the state. 1 Announcements Exam grades Participation grades Presentations Extra Credit Paper Two (March 21) 2 Module 2: Agricultural Modernization From Farming To Agriculture: Intro to Agricultural Modernization Agro-Industrialization Otherwise Alternative Food Systems So, here we are, the second week in our model on agro-industrialization. 3 LABOR FOOD (for factory workers) Imperative for cheap food Last week, we considered Patel and Moore’s argument that capitalism is premised upon a system of cheap food. Therefore, there is not a one-way relationship between the farm and the factory. Farms produce food for factory workers and create children that become factory workers. But at the same time, the factory (and here the factory is really a symbol for the wage relation under capitalism) creates an imperative, or a compulsion, for the transformation of farming. Factory owners want their rate of profit to increase. One way to increase the rate of profit is to cheapen the cost of labor by reducing the cost of workers’ food. So the wage-labor system creates a compulsion to transform farming into agriculture, to produce more food in less time. 4 SOURCE: Bernstein, H. (2010). Class Dynamics of Agrarian Change. VA: Fernwood Publishers. FARMING “what farmers do and have done through the millennia: cultivate the soil and raise livestock, or some combination of the two, typically within a system of established fields and pastures” (p. 62) Typically local in scope Embedded in simple divisions of labor AGRICULTURE “farming together with all those economic interests and their specialized institutions and activities, ‘upstream’ and ‘downstream’ ofSolidarity Economy Praxis in Limonade: Reintellecting Woman as Subject Mamyrah A. Dougé-Prosper WSQ: Womens Studies Quarterly, Volume 47, Numbers 3 & 4, Fall/Winter 2019, pp. 190-211 (Article) Published by The Feminist Press DOI: For additional information about this article [ Access provided at 24 Jan 2021 18:18 GMT from Florida International University ] https://doi.org/10.1353/wsq.2019.0043 https://muse.jhu.edu/article/736592 https://doi.org/10.1353/wsq.2019.0043 https://muse.jhu.edu/article/736592 190 WSQ: Women’s Studies Quarterly 47: 3 & 4 (Fall/Winter 2019) © 2019 by Mamyrah A. Dougé-Prosper. All rights reserved. Solidarity Economy Praxis in Limonade: Reintellecting Woman as Subject Mamyrah A. Dougé-Prosper Abstract: In 2013 the Limonade Women’s Association for the Develop- ment of Agricultural and Craft Production (AFLIDEPA) in Haiti unveiled its transformation center and seed bank. Invoking the Black radical konbit tradition, the organization declared its commitment to food sovereignty and called on its fanm djanm (valiant women) to contribute to the devel- opment of their home(land). In this article, I examine AFLIDEPA’s for- mation and operations, and its relationship to the Haitian Platform for Advocacy for an Alternative Development (PAPDA) to appreciate the organization’s pursuit to reconfigure woman, family, and nation in and be- yond extractive zones. Keywords: solidarity economy, konbit, woman, family, anti-capitalism Introduction On March 26, 2013, the Asosyasyon Fanm Limonad pou Devlopman Pwo- diksyon Agrikòl ak Atizana (AFLIDEPA)—the Limonade Women’s Association for the Development of Agricultural and Craft Production— unveiled its transformation center and seed bank in the presence of family members, community residents, and government officials, and local, na- tional, and international partners. Invoking the konbit tradition of work, the federation declared its commitment to food sovereignty. AFLIDEPA coordinator Olga Marcelin lauded members as “fanm djanm, as women who have values, as women with principles” and called on them to serve as models of “what is good, what is just, what is necessary for everyone to be happy, for no one to regret being a woman, and instead to be proud 191 of being a woman, to be proud of being a person who contributes to her country’s development and to the development of her home(land).”1 Ricot Jean-Pierre from the Platfòm Ayisyen Pledwaye pou yon Devlopman Altènatif (PAPDA)—the Haitian Platform of Advocacy for an Alternative Development—recounted that PAPDA and AFLIDEPA are “in love .  .  . and remained faithful to one another” since the Association resisted be- coming “a political tool for those seeking power .  .  . and money.” Turn- ing to the benches donated by his organization, Collectif Citoyen pour le Développement et l’Intégration des Personnes Handicappées de Limonade (CCDIPHL)—the Citizens’ Collective for the Development and the In-See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/258884038 The ‘State’ of Food Sovereignty in Latin America: Political Projects and Alternative Pathways in Venezuela, Ecuador, and Bolivia Article  in  Journal of Peasant Studies · September 2014 DOI: 10.1080/03066150.2014.964217 CITATIONS 49 READS 375 3 authors, including: Some of the authors of this publication are also working on these related projects: BICAS - Iniciativa BRICS de Estudos sobre Transformações Agrárias (BRICS Initiative of Critical Agrarian Studies) View project Techno-tropicalismo: The Social Origins and Geopolitics of Public Agricultural Research in Brazil View project Ben Mckay The University of Calgary 20 PUBLICATIONS   136 CITATIONS    SEE PROFILE Ryan Nehring Cornell University 7 PUBLICATIONS   71 CITATIONS    SEE PROFILE All content following this page was uploaded by Ben Mckay on 03 June 2016. 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