Integrating intersectional gender and decolonial approaches into agri-food research
Course description
This spring school offers a structured learning trajectory to PhD students and early career researchers to integrating intersectional gender and decolonial perspectives into agri-food research, including their own research (fields). Part of the learning is uncovering research bias and recognizing overlooked perspectives and voices in the field, and how to redress by adjusting research strategies. It enhances their ability to understand, reflect on, critically assess, apply and act upon these insights in a critical manner.
As participant you can gain from this course:
- introductory knowledge and understanding of colonial and gender legacies in the agri-food domain in relation to current global challenges;
- knowledge and understanding of
- intersectional gender and decolonial approaches and methodologies;
- intersectionality, feminist epistemology, feminist political ecology; care theory, embodied and affective experiences;
- indigenous and local knowledge systems (e.g., situated knowledge, indigenous agricultural practices); epistemic (in)justice and knowledge plurality; - in-depth understanding of positionality and reflexivity;
- ability to critically assess and select approaches within agri-food case studies and practices, e.g., related to climate change, food & nutrition security, biodiversity, global health;
- ability to critically assess and select methods and tools for intersectional analysis and participatory research;
- in-depth connection from what you learnt to your own research (fields).
Didactic methods: The spring school combines various interactive, participatory, creative and peer-to-peer methods while alternating blocks of presentations with individual and group work. Having diverse disciplinary backgrounds and expertise in intersectional gender and decolonial perspectives in the sessions enhances interactive and peer-to-peer learning.
Course facts
P000195, Integrating intersectional gender and decolonial approaches into agri-food research, 5.0 Hp
Print syllabus
Syllabus
Finalized by: Forskarskolan People, Society and Sustainability, 2026-04-28
Valid from : First half-year 2027 (2027-01-01)
Level
Third cycle
Subject
Rural Development, Other social science
Grading Scale
One-grade scale
The grade requirements within the course grading system are set out in specific criteria. These criteria must be available by the course start at the latest.
Course language
English
Entry Requirements
Objectives
As main learning objectives, the spring school promotes:
- introductory knowledge and understanding of colonial and gender legacies in the agri-food domain in relation to current global challenges;
- knowledge and understanding of
- intersectional gender and decolonial approaches and methodologies;
- intersectionality, feminist epistemology, feminist political ecology; care theory, embodied and affective experiences;
- indigenous and local knowledge systems (e.g., situated knowledge, indigenous agricultural practices); epistemic (in)justice and knowledge plurality; - in-depth understanding of positionality and reflexivity;
- ability to critically assess and select approaches within agri-food case studies and practices, e.g., related to climate change, food & nutrition security, biodiversity, global health;
- ability to critically assess and select methods and tools for intersectional analysis and participatory research;
- in-depth connection from what you learnt to your own research (fields).
Content
The spring school promotes innovative approaches to advance sustainable futures including the area of agri-food life sciences. It also adheres to the EU aims which include the integration of the gender dimension in research as a criteria of excellence. From the institutional Gender Equality Plans (GEPs) as required for EU funding, the building block of integration in education and research applies best for the spring school. Currently, these include intersectional and decolonial perspectives. Other building blocks of the GEPs - as advancing safe & respectful working and learning environment and fair representation & decision-making - will guide us in preparing and running the spring school. The spring school particularly engages with the PhD students to apply these criteria in their current PhD research and future careers.
Examination Formats and Requirements for Passing the Course
Active participation in the spring school in-person, two half days mandatory online sessions before and after, presentation and written assignment.
Responsible Department/Equivalent
Department of Urban and Rural Development
Supplementary information
Other Information
Study venue:
Wageningen University and Research, Netherlands (mandatory on site: 8-13 March, 2027).
Before and after we have two mandatory online meetings:
1. Introduction to the course - sharing how to prepare: Mon 8 Feb. 2027, 10.00-12.00 CET;
2. Closing after delivery of final assignment: Mon 19 April 2027, 10.00-12.00 CET.
Application form: https://forms.office.com/e/BP9iHQuQXc
In the application form is space to introduce your research (field) briefly and tell about your background and motivation to participate.