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Abstract
Due to the complexity of agroecological studies and contexts, some agroecology educators are seeking to innovate in their pedagogical approach and course design. Through action research enquiries, “action education” innovations are being developed which not only shift and explore new approaches to the learning process, but also shift the relationships and dynamics between students and faculty, between learners and practitioners, and between people and place. Action enquiry has revealed a “learning-doing” gap that agroecology educators identify as an unintended consequence of lecture-based, and theory dominant, pedagogies. A critical stance to epistemological and ontological aspects of their approach would further enhance these innovative educational initiatives.
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