Courses Taught
Course Development and Adjustment
The courses I instruct have been modified or designed considering the triple loops of learning (i.e., learning for action, learning in action, and learning from action). For that purpose, the courses have the following components:
Learning for action: Theoretical or conceptual component: lecture, seminar, readings.
Learning in action: application of planning tools, methods, and exercises in class and group. A set of videos or guest speakers complement the exercises.
Learning from action: oral presentations, feedback, and question/response periods. Case studies from the instructor’s past research and practice conducted over the past 4 years have been used in class to support the learning processes.
Courses taught – INTERNATIONAL STREAM
The courses have been instructed for several years. However, I modified these to deliver the themes and concepts that are currently in demand in the international rural planning development field. The application of planning tools was done through class exercises.
This course builds upon theoretical grounding developed in Sustainable Rural Systems I. Students work with their advisors to prepare and present a paper on sustainable development theory in the rural communities and environmental context as it pertains to their research interests. The course presents the principles, practices and tools of the theoretical components learned in the Sustainable Rural Systems I course. The course begins with an introduction to the sustainable development discourse. It then presents the interconnection of its three pillars such as environment, economy, and society to introduce relationships, complementarities, and trade-offs among these pillars that ensure responsible human behaviour and actions. They are diverse and it is noticed when looking at the sustainability of rural systems. Students will learn that ‘rural evolution’ is a multifaceted combination of social, economic and ecological changes that are influenced by internal and external factors. They are essential grounds for achieving the SDGs (sustainable development goals). The United Nations Sustainable Development Goals target key development issues that are a challenge to rural communities. A perspective that provides a brighter picture to be looked through is the systems thinking perspective. Using a system thinking approach (soft and hard), the interconnectedness of sustainable development issues in rural systems is demonstrated. Students will know about the different system thinking tools and main transitions theories (MLP and social practice theory, reconfiguration theory) to differentiate the transitions to transformations in the food systems. Tools for transitions will be also presented to students during the sessions. The different sessions will inform students about their research interests and studies.
Prerequisite(s): RST*6000
This course introduces principles, approaches, and experiences of rural development planning in the Global South. By connecting realities of macro, regional, national, and local rural contexts, international conventional and current approaches to rural development planning are analyzed. Theories in modernization, neoliberalism, globalization, dependency and sustainability with a focus on macro sectoral development planning themes and programs include aid, trade, debt, resources, transportation, agriculture, health, education, and humanitarian aid. Emphasis is given to poverty reduction, sustainable development, and inclusiveness for achieving the Sustainable Development Goals. The role of international organizations such as the World Bank, the CGIAR, the World Trade Organizations, and the Food and Agriculture Organization is represented to engage with national governments, ministries and agencies in programs sponsored by or funded by international agencies; the engagement of international private-sector corporations and international non-governmental organizations in development programs; and the activities of global social movements. and national actors.
This course introduces students to feminist and gender theories and concepts as foundational to understanding and applying the knowledge in rural planning. The course will start by introducing theoretical and conceptual feminist and gender issues identified in rural contexts in Canada and internationally. By understanding and connecting gender realities of macro, regional, national, and local rural contexts, traditional and current approaches, frameworks, paradigms, and tools in rural planning for development are identified, analyzed, and applied in class. Gender integration in rural planning [research and practice] has been an unresolved issue in Canada and the Global South. Identification of systemic inequalities, and institutional, historical, and individual experiences as key factors stymieing rural development raises questions about where and how social issues, particularly gender relations and their intersection with other social dimensions have been successfully integrated into rural development planning in the past. In the last 40 years, some progress has been achieved towards mainstreaming gender in rural development interventions. However, much of this progress has been around getting gender on the agenda of funding and international cooperation with agencies in the Global South and Canada. While important, this step by itself has not been enough to create sustained social and economic change. It is in large part because of how mainstream actors have adopted simplified understandings of gender and gender inequality. In the course, attention now is given to how gender is conceptualized and integrated into policies, programs, and initiatives with the support of rural development planning tools to address lasting poverty reduction, inclusion, equity, diversity, and sustainable livelihood outcomes from which rural communities can benefit. This course supports students to put into practice and apply the knowledge and skills they acquire in the course in different contexts, thereby contributing to rural development planning worldwide.
The course explores issues relating to the planning, administration, and management of rural development in less developed countries primarily through an institutional/organizational lens. Most of the activities that we associate with rural development are activities performed by individuals acting within organizations. Thus, the structure, behaviour and interaction of organizations fundamentally shape rural development processes. The overall scope of our discussions will include the activities of national, provincial, municipal, and local government agencies, NGOs, producer or user associations, cooperatives, community and traditional organizations, private sector firms, social enterprises, social movements, and local representatives of international agencies as well as variations and mixtures of these organizational types. In this class, we will focus on the national, sub-national, and micro-level work of development organizations. Institutional arrangements for the design and delivery of development policies, programs, and projects are analyzed and assessed. Each class involves in-class group activity. For evaluation purposes, students are required to participate actively during class, and complete one short essay and one long assignment, which are based on course themes approved in advance by the instructor.
The course introduces the principles, concepts, and tools for managing rural development projects through each of the components of the project cycle. Yet, the course emphasizes the project cycle, data collection and tools of planning and analysis for rural development, and management concepts are also presented. Skills and competencies for project management and development are included as critical components of the course. Therefore, the student will be introduced to the context, framework, rationale, and methods of rural planning, implementation, monitoring and evaluation, as well as management of rural development projects. The focus is on project management for rural development to understand rural research and practice (i.e., interdisciplinary approach to climate change, nutrition, health, youth, and gender among other sectors), aid, income generating and emergency projects for rural development. This course is delivered in a seminar format.
Readings in Rural Planning. RPD 6410 | FALL 2020.
In this tailored course, the student covered themes related to her research topic. The following objectives were achieved: 1) advance understanding of qualitative research methods with a specific focus on research conducted in the Global South within a developing context. 2) develop the methodology and framework for data analysis. 3) develop skills using Qualitative Analysis software. 4) develop research skills and experience conducting qualitative data analysis. 5) develop written and oral communication skills for development research and analysis for development contexts.
Other Courses Taught
The purpose of this course is to examine the rationale for extension in agriculture and agri-food and rural development; its applicability from local, regional to global levels. The goal is to prepare students to become familiar with conceptual and practical aspects of innovation systems that allow them to build a good understanding of what innovation is in agri-food and rural development, processes, research and practice. Students will also be able to critically assess current programs and organizations and determine what works and what may need to improve in the future.
Sustainable Communities investigates the emerging principles and triple bottom line of sustainable development— environmental quality, economic health, and social equality —as reflected in rural and urban communities, towns, and cities around the globe and Canada by presenting issues of sustainability, potential causes, tools and solutions. The student will finish the course with a clear and profound perspective on what it takes for a rural or urban community to become sustainable and will become familiar with tools to move ahead towards sustainability.
Catalysts for Gender Transformative Change is an innovative tailor-made learning programme for Nespresso´s agronomists, co-designed by Nespresso and KIT Royal Tropical Institute. It extends the vision of agronomists as agents of change for gender equality in coffee supply chains. The learning programme takes the AAA agronomists on a transformative journey of self-reflection and learning by doing. Over a period of more than six months, regional gender trainers work closely with agronomists to translate abstract gender concepts into their daily reality. In this way, the agronomists learn to be aware of gender inequalities in the field and to recognize the critical role of women in coffee production. Going further, they develop the necessary skills to increase women’s access to knowledge, participation, and learning, all while strengthening attitudes and behaviours that are conducive to gender equality, for themselves and the men and women they work with. The Nespresso Program has been implemented in Colombia, Peru, Brazil, Costa Rica, Nicaragua, Guatemala, Mexico, India, and Indonesia.
This interdisciplinary course is intended primarily for agricultural scientists, researchers, programme managers and leaders of national/regional agricultural research institutions across Africa. The KIT team developed the theoretical foundation of the course. As part of this effort, KIT designed a practical and innovative conceptual framework outlining how gender-responsive research can lead to transformative change in Africa’s agricultural value chains. Departing from the conceptual framework, KIT designed several course sessions with the objectives of 1) Creating a common understanding of gender- responsive research and its benefits for agricultural research for development. 2) Strengthen participants’ technical skills for the implementation of GRARD in their research cycles. 3) Support National Agricultural Research Systems leaders and managers to understand and appreciate how gender-responsive agricultural research for development applies to their institutions and beyond. 4) Raise awareness about the value of, and methods for advancing GRARD, both amongst individual researchers and research institutions. 5) Equip participants with knowledge and skills on how to work in multidisciplinary and diverse teams.
The course was designed, developed, and delivered to undergraduate professors at the University of Bujumbura, Burundi to strengthen the capacity of the partners who were part of the Integrated Seed Systems – Africa.
The course was designed and delivered for scientists and researchers working in the Research Program on Aquatic Agricultural Systems. World Fish, CGIAR is an agricultural research centre that adopted gender-transformative change and Gender Transformative Approaches (GTAs) to embed gender issues in its research-in-development approach. To ensure social scientists, biophysical scientists, practitioners, and farmers understand and address the causes of social inequality, the course on gender capacity development for agricultural research in development was designed and delivered. The course was delivered to more than 700 individuals in Zambia, Ghana, Egypt, Bangladesh, Cambodia, Philippines, Solomon Islands, and Malaysia.
The dialogue is a first step in the process of strengthening sustainable partnerships between
WorldFish/AAS program staff in Mongu/Zambia and implementing partners. The dialogue seeks to
provide the necessary support to staff and partners that will enable them to effectively adopt and
integrate a gender transformative approach into their everyday practices. This includes supplying staff
and partners with the means to examine prevailing social norms and relations of power between
women and men and to begin developing interventions that create more equitable socioeconomic
conditions for all people living in the Barotse Floodplain.
The course was designed for training the project staff and implementing partners of National Agriculture Research and Extension systems with the intent that the trainers involved in using and revising the modules contained in this manual would be able to successfully capture gender concerns related to agricultural research for development, and some would eventually serve as the gender focal points for partner organizations. It was also intended that some of those participating in the training would subsequently be able to conduct training on gender mainstreaming and analysis with minimum supervision.
Guest Speakers in courses
