Sunday, March 31, 2019

Introduction to the Harvest of Joy Farmers

Hello Slow Farmers 2019! We are looking forward to hosting you on the farm over the next 2+ months. So that you can come out with a little background about who we are, what we do, and why we do it, please read our reflections below and then visit our website to learn about our farming philosophy.



Amy's Reflection:
My first friends were farm animals. Cows, mostly, because my parents were dairy farmers and so I was surrounded by them. We had chickens too, but they pecked me when I tried to collect their eggs and the roosters flew at my head with their dusty wings and sharp talons whenever I entered the chicken yard. I preferred the cows. I remember one old cow who always chose the same stall in the middle of the barn. I liked to sit next to her and stroke the soft underside of her neck as she calmly chewed her cud and waited her turn to be milked. I was too young to be of much help in the barn then, but I loved being around the cows, touching them and smelling their sweet breath.

As soon as I was tall and strong enough, I was given chores. My first responsibilities were feeding the cows and young calves, then cleaning stalls and milking. In the summer there was field work as we grew and harvested the crops that would feed the cows through the winter. It was hard, physical work but I enjoyed it. I loved being outside, working with my family. We were a team, working together to take care of the cows, who in turn took care of us by giving us milk, meat, and money. Neither of my parents had off-farm jobs, so everything we had came from those cows. If they flourished, we flourished.

No childhood is perfect, but I loved growing up on the farm. I determined that I wanted to live on a farm forever and planned to marry a farmer when I grew up. (That it didn’t occur to me that I could be a farmer myself should give you an indication of the gender dynamics in my family.) It was when I was about twelve that I started to realize that something was amiss in the world of agriculture.

In the mid-80s, a decade after former Secretary of Agriculture Earl Butz (you can read about his legacy here: http://grist.org/article/the-butz-stops-here/) extorted farmers to “get big or get out,” the dairy industry hit a crisis. Production, bolstered in part by government price-supports and buy-ups of surplus product, rose to unsustainable levels. As part of an attempt to reduce the surplus milk flooding the market, the federal Dairy Termination Program offered a buyout option which paid farmers to stop milk production.

I imagine that a conversation similar to the one my family had one February evening took place across many farmhouse kitchen tables that year. My father explained the terms of program. We’d have to sell the cows and agree not to produce milk for a certain number of years, which meant we’d be done dairying, since it wasn’t feasible to get back into the business after being out for several years.

“Well, family, what do you think?” my father asked, looking from my mother to my brother to me. “Should we take it?”

“No!” I yelled, shaking my head vigorously, eyes wide, shocked that we would even consider such a thing. I couldn’t imagine life without the cows, without the farm. What would we do?

I don’t know how much my reaction actually figured into my father’s decision not to take the buyout. Many of the small dairies in our county did. And though my parents didn’t stop farming when I was a kid, they determined that they would be the last generation of my family to farm. “Go to college,” they told my brother and me. “Get a good job off the farm. You can’t make a living doing this on a small scale—it’s too hard.”

The agricultural policies promoted by Butz and others who shared his interests (and the fallout from these policies) have changed the landscape and ecosystem in which I live. Once my township and those surrounding it were dotted with small, diverse farms. My father remembers the days when every family had a garden, a pig, a cow, and some chickens. Now a few large farms dominate the area with corn, soybeans, and dairy herds which contain thousands of cattle (at its biggest, my parents’ herd was a couple of hundred).

“Plant fencerow to fencerow,” Butz said. Today, even the fencerows have been cut and plowed, destroying precious buffer zones and ecologically diverse habitats. In the effort to get maximum yields per acre, erodible land is tilled and soil washes into our rivers and streams. Chemical fertilizers and herbicides have destroyed the life in our soil and they also wash into our watershed, wreaking havoc in our aquatic ecosystems. Livestock, also, are pushed to the limits of production through breeding, feeding, and confinement practices that leave them with shortened and unpleasant lives. And farm workers share that same fate as they put in exhausting workdays which frequently include dangerous working conditions and exposures to toxic substances.

My re-entry into farming as a small-scale vegetable grower in 2010 was motivated by a desire to enter into a more intimate, conscious, and conscientious relationship with my local community. Over the past nine years of developing and working this business, I've experienced deep satisfactions and deep grief. I've moved from hope to discouragement and back to hope again. I've pulled myself back from the edge of burnout and bitterness, dug deep to recover the joy I find in working with the earth, and learned (am learning!) how to be increasingly honest about what I need in order to sustain this work. 

I suspect that in order to create a truly resilient, just, and joyful agricultural system, we have to change some of our fundamental cultural beliefs about who we are in relationship to the other beings of this earth (including humans!) and to the earth itself. My farming practices are an exploration of the possibilities for those changes in my own life and being. 

I titled this class “Slow Farming” after the “Slow Food” (https://www.slowfoodusa.org/about-us) and “Slow Money” (https://slowmoney.org/about/principles) movements, which emphasize the revitalization of local food traditions and investment in community food systems as means of resisting corporate control of food and farming systems. I think we need to extend these “slow” conversations to include the growing of food as well so that more people have the ability to access the deep pleasure and responsibility of growing their own food. I hope this class will contribute to that for each of you.

John's Reflection:
 
I have grown old in a society that promotes competition and condones violence in myriad forms. Much of my work and play in this life has been focused on restoring balance by encouraging and attempting to live in support of these principles: 
Cooperation and Collaboration
Respect for diversity
Justice, Justice, Justice
Nonviolence
 
After 40+ years of gardening and farming, I feel like a child again. Much of what I always "sensed" about these two potentially noble adventures are being confirmed. In the larger scheme of things, all parts of an ecosystem--animals, trees and plants, fungi, microbes, etc., are collaborating and cooperating to maintain balance and health. The greater the diversity present in all realms, the more healthy the system. In my love and affection for gardening and farming, the more I collaborate and cooperate with this process, the healthier I, we, become.

Read about our farming philosophy on our website: https://harvestofjoyfarm.wordpress.com/

A New Year, A New Syllabus! (Well, kind of . . . )

Slow Farming:  Resilient, Just, and Joyful Agriculture 2019


Course Description
In this senior capstone course, students will explore solutions to problems created by our current food systems. We will critically examine recent movements in organic, local, and sustainable agriculture and discuss how we might engage in transforming our individual, institutional, community, and political relationships with food and farming. This course includes a practicum in “slow farming” at Harvest of Joy Farm LLC.

In addition, students in this course will engage in envisioning a food and farming justice “pathway” that includes academic courses and experiential opportunities that will help future K students deepen their understanding of and engagement with food and farming systems.
 


Senior Capstone Programmatic Components
  • draw students from various majors together through collaborative engagement with critical issues facing the world today. 
  • encourage cross-disciplinary thinking and problem solving.
  • maximize student control of content, process, and knowledge generation.
  • encourage students to explore connections (and disconnections) among components of their K-Plan.
  • invite students to articulate a narrative of their education in anticipation of their lives after graduation.  
                                     

Course-Specific Objectives
  • To discuss our responsibilities and relationships to the human and non-human beings who provide our food
  • To envision practical solutions to current agricultural crises
  • To explore different approaches to manifesting the changes we desire, including (but not limited to) personal lifestyle and career choices, community advocacy, and political activism
  • To examine the implications of the individual and cultural narratives that frame our relationships to food, farming, and ecology; to re-envision these stories in ways that enable healthier, more resilient and satisfying systems to emerge
  • To practice “living in resistance” through the development of food production skills and knowledge at Harvest of Joy Farm LLC
  • To practice collaborative, community-based action by mapping current opportunities available to K students to learn about food and farming systems and by envisioning how these opportunities could be expanded and connected                             


Course Framework

Shared teaching & learning: This class will meet on campus once each week for a two-hour class period. The bulk of these class periods will be led by students. Each student will be responsible for facilitating (or co-facilitating) at least one class period in which they will engage the class in an exploration of an issue related to agriculture and/or food systems.

Students will provide the class with background information and multiple perspectives on the topic of their choice, present examples of attempts to solve problems related to that issue, and lead the class in an exploration of how we might personally engage with solutions to these problems. One week before the class period that they are to facilitate, they will post a reflection on our class blog that includes an exploration of their personal relationship with the issue they would like us to discuss, a list of materials they’d like the class to review (they should provide links to any of these that are online and hard copies of those that are not), and a question (or questions) that they would like the class to reflect upon prior to our next class meeting.

Because of our assignment to assist with the Food and Farming “Pathway” project (see below), students are encouraged to include reflections on the following questions in their blog posts:

  • What do you know or currently believe about this issue?
  • How do you know what you know (where and when did you learn it)?
  • How do you expect this issue might intersect with your life now and in the future?
  • What more would you like to understand?


Food and Farming “Pathway” project:  Students will engage with the grant funded initiative to re-envision experiential education at K by helping to develop a pilot Food and Farming Justice “pathway” that will include cross-disciplinary coursework and experiential opportunities such as study abroad sites, internships, and on-campus employment. The development of this pathway is ongoing, with the intention to have a proposal completed by the end of 2019.

Our job in this course will be to map current locations in which K students are learning about food and farming systems and to come up with suggestions for ways that this pathway might offer additional opportunities for students to critically examine these systems through the lens of social justice and food sovereignty. We will do this by using by using ourselves as a sample of the student body and reflecting on what we’ve learned, what we haven’t learned, and what we would like to understand more deeply.

On-farm participation:  Students will spend three hours each week on the farm, participating in farm activities under the supervision of the farm’s owners. They will learn how these activities fit into the larger scope of the farm’s operations, how the farm fits in to the food-shed within which it operates, and how Amy & John address critical agricultural issues through their farming practices. Prior to coming to the farm each week, students will review and respond to materials posted to the course blog that provide context to help them better understand the significance of what they’ll be doing on the farm that week.

Reflections: Each week students will be asked to write a reflection on our class blog in response to the question posed by the facilitator of our next on-campus meeting. Students are also asked to respond on a weekly basis to John and Amy’s weekly farm practicum posts. At the end of the quarter, students will write a reflection on their overall experience in the course.

Grading:  Since the success of this course depends on the efforts and investment of the students involved, this class will be graded on participation in each of these activities:

Class facilitation (blog post that provides background information, multiple perspectives  & reflection questions; leading one hour of class):  30%

On-farm participation (responding to weekly farm blogs; showing up on time each week prepared to dig in!):  30%

On-campus class participation, weekly reflections (thoughtful, in-depth engagement on the blog & in class): 30%

Final reflection (thoughtful, in-depth engagement):  10%


                                
Course Materials

Course materials will be determined primarily by the course participants. The facilitator of each class period will determine what information he or she would like the class to review prior to that class meeting. Amy and John will also provide informational materials to help the class better understand their farming practices. Most of this information will be conveyed via the class blog, but some may be in hard copy form. We may decide to read books or watch films together and there may be opportunities for students to attend food and farming events throughout the quarter.

For the on-farm classes, students should bring clothes, shoes, and gloves that can get wet, dirty, torn, and/or otherwise ruined. They should check the weather report prior to leaving campus and bring multiple layers of clothing in order to adapt to changing weather conditions. It is often much colder and windier on the farm than in town. Rain happens. This course offers students the opportunity to experience daily farm life, which includes working outdoors in less-than-wonderful weather.