Front Cover; Incorporating Cultures' Role in the Food and Agricultural Sciences; Copyright Page; Dedication; Contents; List of Figures; List of Tables; List of Contributors; Preface; Listen! A Foreword to Recognizing Culture in Food and Agriculture; Acknowledgments; I. Fundamentals of the Culture and Agriculture Relationship; 1 The Quiet Revolution: Where Did You Come From?; Definition of Culture; What Do We Mean by Indigenous?; Ethno-Relativity; Chapter-by-Chapter Summary; References; Further Reading; 2 Failures; Case Study 1. The Chicken Award

Case Study 2. The International War on Locusts and GrasshoppersCase Study 3. Fry Bread; Case Study 4. The Use of River Systems in the Western United States to Produce Food for the Nation; Concluding Reflections on Failures; References; 3 Decolonization and the Holistic Process; Introductions; Connection to Land Is a Prelude to Appreciating Wholeness; Introduction to the Holistic Process; Decolonizing Methodologies: First Step Toward the Holistic Process; Identifying Communication Languages; Establishing Ownership of Original Data or Products; Summary Reflections on Decolonization

The Build Up of ColonizationA Paradigm Adjustment for Reductionist (Western) Science; Traditional Ecological Knowledge Becomes Visible During Decolonization; The Holistic Process; The New Paradigm for Teaching in the Food and Agricultural Sciences; Using the Holistic Process; The Expansive Collaborative Model for Community Engagement and Service-Learning; Conclusion; References; Further Reading; 4 Immersion; Definition of Immersion; Case Study 1. An MSU French Professor Collaborates With an Entomology Professor on a Malian Food and Health Project; Introduction; My Naïve State

Growing AwarenessApplying Cultural Knowledge; Case Study 2. Arranging Successful Immersions at an Institution Level; Introduction; Annual Undergraduate Immersions; Evaluating Immersion Results; Case Study 3. Native Foods and Food Deserts; Why Is the Mini-Immersion an Essential Part of Education?; Mini-Immersion Process; Native Plants and Native Foods on the Northern Cheyenne Reservation; "Let's Pick Berries" Project; Summary of Case Study 3; Are There Negative Consequences From Not Including Immersion in General Education?; Concluding Thoughts on Immersion; References; Further Reading

II. Listening In and Between Communities5 Listening With Subsistence Farmers in Mali; Introduction to Sanambele, Mali, and the Main Communicators; Reconciling the Role of Health in the Village's Food and Agriculture System; Food Security, Stunting, Amino Acid, and Micronutrient Deficiencies: What is the Culture-Smart Agriculture Answer in Villag...; The Gourd Story; Concluding Reflections; References; 6 Listening With Native Americans; Phase 1: Awakening; Phase 2: Indigenous Teaching and Learning; Beginning a Relationship With the Apsaalooke; "Let's Pick Berries" Project

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