FARE 3250 Food and International Development Fall 2016

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Course Outline FORM: Fall 2016

General Information

Course Code: FARE*3250

Course Title: Food and International Development

Course Description: This course provides students with an economic perspective on issues in international development related to food, agriculture, and household behaviors. Different economic theories and approaches are used to understand various economic phenomena in the development context. Students are encouraged to consider critically an economic approach to the analysis of development issues related to food and agriculture, alongside the perspectives of other social science disciplines. Throughout the course, food and agriculture as development issues are considered primarily on a micro level, with a special focus on household behavior and decision-making.

Prerequisite(s): (FARE*1040 or ECON*1050), (FARE*1300 or ECON*1100)

As a common thread throughout the semester, the course will focus on food as a way to explore issues relating to international development. Literacy: HIGH. Students will be expected to complete assigned readings from the course text and assigned readings and prepare and submit written assignments. Numeracy: LOW. There will be no significant numerical or quantitative analysis. In the Global South, experiences of food insecurity and hunger are complex and varied. The juxtapositions are stark: malnutrition and nutrient deficiencies coexist sometimes in the same communities with rampant over-nutrition and obesity. Today, many argue that the dominant approach to producing and supplying food is unsustainable and will be unable to provide adequate and appropriate food and nutrition in the context of global environmental change and food price volatility. The course will be organized around the three dimensions of food security: the availability of food, the accessibility of food and the adequacy of food to help students to understand the structure and functioning of the global food system. We will pay particular attention to the social, political, economic, and environmental forces that impact food systems at different scales. In particular, we will explore ways of assessing the extent to which different parts of the food system adhere to principles of sustainability. FARE 3250 will engage students with a multidisciplinary approach to the topic of food and international development. It will push students to consider the challenges and opportunities associated with applying concepts and theories that originate in the discipline of economics to this field of study.

Credit Weight: 0.50

Academic Department: Department of Food, Agricultural and Resource Economics

FARE 3250 Food and International Development Fall 2016

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Semester Offering: F16 Class Schedule and Location: Tuesday/Thursday 10-11:20 MCLN 107 Instructor Information Instructor Name: Dr. Lauren Sneyd Instructor Email: lsneyd@uoguelph.ca Instructor Website: https://www.balsillieschool.ca/people/lauren-sneyd Instructor Twitter: @laurensneyd Instructor Phone and Extension: TBA Office location and office hours: MCLN 324 Tuesdays 11:30-12:30 The University issued email address is considered an official means of communication with the student and will be used for correspondence from the University. Students are responsible for monitoring their University-issued email account regularly. See Section I--Statement of Students' Academic Responsibilities for more information. Please include FARE 3250 in the subject line and the nature of your question/comment in the subject line of the e-mail. Course Content Specific Learning Outcomes:

1) Critical and creative thinking and Global understanding: To critically engage with tools, concepts and analytical approaches in the study of food and international development.

2) Critical and creative thinking and Global Understanding: To engage students in a multidisciplinary approach to understanding food and international development.

3) Global understanding: Enable students to consider the challenges and opportunities associated with applying concepts and theories that originate in the discipline of economics to studying food and international development.

4) Critical and creative thinking and Global understanding and Communicating: To critically explore possible solutions and alternatives to major food security and development challenges.

5) Professional and ethical behavior and Communicating and Literacy: Enable students to discuss, write, read, analyze and reflect on food security and international development issues and show how they intersect.

6) Literacy and Communicating: To enhance students’ ability to critically evaluate and communicate and write on the world food economy.

FARE 3250 Food and International Development Fall 2016

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Lecture Content:

The following is an outline of the course. The sequence and timing of weekly topics is NOT binding and has been presented to give a general idea of the course content and to provide a schedule for completing the required readings. Links to additional news and opinion pieces related to the weekly topics and covered in the lectures will be uploaded to the FARE 3250 Courselink page throughout the term.

***Students are responsible for completing FARE 3250 readings before each class.*** Note – this course has a heavy reading and discussion requirement. The course readings will be from the required text, additional book chapters, journal articles and development reports. These readings will make up the core of the course (which everyone is expected to read). Additional suggestions may be made during the term. A full reading list is below: September 8 - STUDYING AND UNDERSTANDING GLOBAL FOOD SECURITY Introductions and presentation of the course requirements and assignments.

Required Reading: https://uwaterloo.ca/environment/jennifer-clapp September 13, 15 – UNPACKING THE WORLD FOOD ECONOMY Dr. Sneyd will provide a high level overview of the key food security and food system issues. This session will focus on approaches and perspectives on food security issues from an international development perspective.

Required Reading: Clapp, J. (2016). Chapter One: Unpacking the World Food Economy IN Food 2nd Edition. Polity Press. pp. 1-25. September 20,22 - THE RISE OF A GLOBAL INDUSTRIAL FOOD MARKET

Required Readings: Clapp, J. (2016). Chapter Two: The Rise of a Global Industrial Food Market. IN Food. Polity Press. pp. 26-45. September 27,29 - THE RISE OF A GLOBAL INDUSTRIAL FOOD MARKET, CONT.

Required Readings: Clapp, J. (2016). Chapter Two: The Rise of a Global Industrial Food Market. IN Food. Polity Press. pp. 45-60. October 4,6 - GLOBAL FOOD PRICE CRISIS, FOOD ACCESSIBILITY CHALLENGES Food systems in the Global South will be explored through focusing on the global food price crisis, food accessibility challenges

Required Readings: Frayne, N. J. Crush and N. McLachlan. 2014. Urbanization, Nutrition and Development in Southern African Cities. Food Security 6: 101-112

FARE 3250 Food and International Development Fall 2016

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Cohen, M. J. and J. L. Garrett. 2010. The food price crisis and urban food (in) security. Environment and Urbanization 22:467-482. Swan, S. H. Hadley, S. Cichon, B. 2010. Crisis Behind Closed Doors: Global Food Crisis and Local Hunger. Journal of Agrarian Change 10 (1):107–118. October 13 - **10% IN-CLASS ASSIGNMENT** THE RIGHT TO FOOD This assignment is a reflective discussion and written exercise. In class attendance and engagement in the exercise is mandatory to receive credit for this assignment. The written component of the exercise is due 13 October by 11:55PM on Courselink. Required readings: De Schutter, O. 2014. Report of the Special Rapporteur on the right to food, Olivier De Schutter Final report: The transformative potential of the right to food. UN General Assembly Human Rights Council. 24 January 2014. http://www.srfood.org/images/stories/pdf/officialreports/20140310_finalreport_en.pdf And visit the link below for additional information: http://www.srfood.org/ October 18, 20 POWER, TRANSNATIONAL CORPORATIONS AND GLOBAL OBESITY Required readings: Clapp, J. (2016). Chapter Four: Transnational Corporations. IN Food. Polity Press. pp. 96-132. October 20 Nestle, M. (2015) The Soda Industry and How It Works. IN Soda Politics Taking on Big Soda (and Winning). Pp. 86-130 Oxford: Oxford October 25 – **REVIEW ESSAY WORKSHOP** No readings for class today. Please come prepared to discuss and plan your 40% review essay. October 27 - FOREST FOOD, FOOD SECURITY AND SUSTAINABILITY This week we will focus on Dr. Sneyd’s food security research in urban Cameroon. When reading for the week pay particular attention to how the three dimensions (availability, accessibility, adequacy) feature in this case. We will focus on this case in order to assess the sustainability and food security challenges.

Required Readings: Sneyd, L. (2013) Wild Food, Prices, Diets and Development: Sustainability and Food Security in Urban Cameroon. Sustainability 5(11), 4728-4759. http://www.mdpi.com/2071-1050/5/11/4728 November 1 – FOOD RIOTS AND PROTEST AROUND FOOD We will explore the causes and consequences of food related unrest or food riots.

Required Reading: Sneyd, L. Q., A. Legwegoh, and E. D.G. Fraser. 2013. Food riots: Media perspectives on the causes of food protest in Africa. Food Security. 5:485-497.

FARE 3250 Food and International Development Fall 2016

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November 3, 8, 10 - ADEQUACY OF FOOD AND DIETS IN A GLOBAL ERA: NUTRITION TRANSITION Read the assigned sections from the two reports below and the article. The discussion in class will focus on diets and development.

Required readings:

Global Nutrition Report. (2016) Global Nutrition Report: Actions and Accountability To Advance Nutrition and Sustainable Development. http://globalnutritionreport.org/ http://ebrary.ifpri.org/utils/getfile/collection/p15738coll2/id/129443/filename/129654.pdf

1) THE NEW CHALLENGE: END ALL FORMS OF MALNUTRITION BY 2030 pg. 1-13 2) THE GLOBAL NUTRITION LANDSCAPE: ASSESSING PROGRESS pg. 14-23

And any other chapters that interest you. Hossain, N., R. King, A. Wanjiku Kelbert, P. Scott-Villiers, N. Chisolm (2015) Delicious, Disgusting and Dangerous: Eating in a Time of Food Price Volatility. IDS and Oxfam. http://www.ids.ac.uk/publication/delicious-disgusting-dangerous-eating-in-a-time-of-food-price-volatility Read Pg. 7-39 And any other chapters that interest you. Steyn, Nelia P. McHiza, Zandile J. (2014) Obesity and the nutrition transition in Sub-Saharan Africa. Annals of the New York Academy of Sciences 1311 (1): 88–101. November 15, 17 – SOLUTIONS TO GLOBAL FOOD SECURITY: LOCAL MOVEMENTS We will focus on proposed solutions to the various food security challenges and explore issues of sustainability around food. We will also brainstorm and identify solutions presented throughout the course. Required readings: Clapp. J. 2016. Chapter six: Can the world food economy be transformed? Food 2nd edition. Polity Press. pp. 170-200. Visit, and read Michael Pollan’s website on Cooking http://michaelpollan.com/resources/cooking/

**REVIEW ESSAY DUE 18 November 11:55PM on Courselink dropbox** November 22 - FOOD WASTE, BIOACCUMULATION, ADULTERATION AND PLASTIC IN THE OCEANS: BEYOND THE USUAL FOOD SECURITY CHALLENGES Dr. Sneyd will wrap up the course with a presentation that focuses on the environmental impact on the earth as we as a society strive to feed ourselves. We will look at food waste, plastic and bioaccumulation, and adulteration of food when considering the impacts on development, sustainability, human health, and the health of the environment.

FARE 3250 Food and International Development Fall 2016

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November 24 – WRAP UP AND REVIEW FOR EXAM This session will be a review of the themes, concepts and cases covered in the course. It will be an overview and review of readings, lectures and group discussion for the take home exam. No readings for the last session – please come prepared with your notes and questions in preparation of the final take home exam. November 29 – GUEST SPEAKER or ONLINE ACTIVITY Topic TBA December 1 – NO CLASS Course Assignments, Due Dates, Weights and Learning Outcomes Assessed: Assignment or Test Due Date Contribution to Final

Mark (%) Learning Outcomes Assessed

Attendance and participation in class and small group discussions

Throughout the semester

15% 1-5

Mandatory attendance for in-class assignment

13 October for in class exercise and written portion is due by 11:55PM on Courselink

10% 1-5

Review essay on Clapp, Jennifer. (2016) Food, 2nd edition. Polity.

18 November 2016 at 11:55PM on Courselink Workshop 25 October

40% 1-5 but 6 especially

An essay-format take-home exam

Dec 5-7 2016 at 11:55 PM on Courselink

35% 1-6

Seminar participation in class and small group discussions (15% of the final course grade):

As this course will be conducted in lecture and seminar format with a focus on the assigned readings it will entail intensive weekly discussions and in-class, active learning in small groups. Attendance and informed participation by all will be expected. Individual contributions to seminar discussions and group activities will be evaluated on the performance scale:

FARE 3250 Food and International Development Fall 2016

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Grade

Attendance

Participation/Discussion

Reading

14-15 Always

Excellent: leads debate; offers original analysis; uses assigned reading to back up arguments; offers valuable comments in virtually every seminar.

Clearly has done and understands virtually all of the reading; intelligently uses the course material in the seminar discussions.

12-13

Almost always

Good: thoughtful comments for the most part; willing, able, and frequent contributor.

Has done most reading; provides competent analysis of reading when prompted.

10-11 Frequent Fair: has a basic grasp of key concepts; arguments sporadic and at times incomplete or poorly supported.

Displays familiarity with most reading, but tends not to analyze it or explore connections between different sources.

8-9 Occasional

Not good: remarks in class marred by misunderstanding of key concepts; only occasionally offers comments or opinions.

Actual knowledge of material is outweighed by improvised comments and remarks.

0-7

Rare

Poor: rarely speaks, and parrots other students when put on the spot to offer an opinion.

Little to no apparent familiarity with assigned material.

10% In-class assignment - mandatory attendance

Reflections are a useful exercise for thinking about and re-presenting material after an experience, film or reading. While there are no right or wrong ways to reflect on a topic or experience there are various degrees at which a reflective process can be assessed. The criteria on which your reflection assignment will be marked is based on three main ideas (1) Ability to make clear links between processes development and food security challenges/or ability to present arguments about food security trends in the Global South; (2) Comprehensive and well documented summary of the in class exercise relevant to

FARE 3250 Food and International Development Fall 2016

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the questions posed; (3) Ability to evidence and reference class material (readings, films, lectures) and ability to demonstrate integration of course themes. Only full or half (.50) marks were recorded (i.e. not .75 or .25).

Students who attended the class that day and handed in the reflection will receive 5/10% from there the criteria below explains the rest of the points out of 10.

Excellent (9, 9.5):

(1) Able to demonstrate critical thinking of acquired knowledge and concepts, and to apply them to a wide range of situations and to recognize a range of perspectives;

(2) Fully comprehensive account of learning experience, supported by a range of extracts and insights from film and readings and or lectures, which evidence critical reflective thought;

(3) Clear articulation of learning identifying how the film enabled integration of course themes.

Average (8, 8.5):

(1) Able to demonstrate an understanding of how knowledge and concepts can be applied to some situations, demonstrating an awareness of different perspectives;

(2) Good account of learning supported by insights from a number of different points in the film and reading.

(3) Evidence of personal learning and integration of course themes, with some examples;

Poor (7 and below):

(1) Able to describe how knowledge and concepts can be applied in a given situation, but not acknowledging different perspectives/sources;

(2) Limited account of learning. Few examples from the film, reading and course material and thin surface level presentation;

(3) Limited evidence provided to demonstrate reflection and engagement of assignment questions and/or short of time.

**Remember: this assignment was a reflective exercise and a question from this exercise will likely be included in the final exam but final exams are a demonstration of analytical learning through the ability to clearly formulate arguments and demonstrate knowledge from a diversity of sources, ideas, arguments and concepts covered in class over a term. How that question will be marked will be different from the information included in the reflection sheet.

*** A sheet with questions to reflect on and answer will be available on Courselink after class time. Assignments are to be submitted on Courselink by 11:55PM on 13 October.

FARE 3250 Food and International Development Fall 2016

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Review essay:

For this assignment students will produce a scholarly review of Food 2nd edition by Jennifer Clapp. To develop a critical analysis of the text students should draw extensively on concepts and approaches covered in the required readings and in the lectures. We are reading some of the chapters as part of the weekly reading requirements and the remainder of the chapters are the students’ responsibility. DO NOT omit the unassigned chapters, they are still required reading as part of the review essay assignment. Do make time to read the entire book.

The paper should be no longer than 2500 words. It should be typed, double- spaced and edited for spelling and grammar. The review should include a clear, original argument statement or thesis, and the essay should be organized or structured to defend the thesis. Students are expected to produce review essays that explicitly identify and address counter-arguments to their positions. Essays must include a title page and a list of works cited or references. The reference page should list all sources that were consulted, and students should properly document sources using a consistent documentation style throughout the paper (i.e. one of MLA, Harvard, APA or Chicago). A workshop on the review essays will be presented during the class session on 25 October 2016. A guide that will assist you in writing this assignment is below. Please note that this is a guide to assist you in structuring and writing your review assignment. It may also be useful to have a peer review your assignment.

**This assignment is due 18 November 2016 at 11:55PM on Courselink.**

FARE 3250 Food and International Development Fall 2016

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Final examination date and time: The exam will be composed of short answer and essay questions. Students will be required to demonstrate their knowledge of all of the course material (i.e. the lectures, class discussions, the required readings and the required book). The exam will be made available on Courselink on the morning of 5 December 2016 and the final exam is due 7 December 2016 at 11:55 PM on Courselink. Late exams will not be accepted and students submitting late exams will receive a zero on their exam. Final exam weighting: The final exam is worth 35%.

FARE 3250 Food and International Development Fall 2016

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Course Resources Required Texts: Clapp, Jennifer. (2016). Food 2nd Edition. Cambridge: Polity Press.

Food editions 1 and 2 are available on reserve in the Library. The review essay is worth 40% and the text is set at a very reasonable price. I would strongly encourage all students to purchase the required text as it makes up a large portion of the assessment in this course. Course Policies Grading Policies: Please submit all assignments on the FARE 3250 Courselink page. Each assignment has a dropbox and is to be submitted to the dropbox by the day and time it is due. No exceptions will be made. Feedback and evaluation will also be available on via the Courselink page. Late penalty:

Late submissions will be penalized at a rate of five percent (5%) of the grade for that assignment per day, including weekends and holidays. Late submissions will be accepted for only 120 hours (5 days), and should be submitted directly to the Dropbox on Courselink. Extensions of any deadlines will be given only in the most exceptional circumstances on medical or compassionate grounds. In these rare cases, official documentation will be required. Late exams will not be accepted and students submitting a late exam will receive a zero. Review of marks: You should be aware that, if you request a review of the mark awarded for any element of the evaluation, the review could result in your mark being revised either upwards or downwards. *Please note that these policies are binding unless academic consideration is given to an individual student. Course Policy regarding use of electronic devices and recording of lectures: Electronic recording of classes is expressly forbidden without consent of the instructor. When recordings are permitted they are solely for the use of the authorized student and may not be reproduced, or transmitted to others, without the express written consent of the instructor. University Policies

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Academic Consideration: The University of Guelph is committed to supporting students in their learning experiences and responding to their individual needs and is aware that a variety of situations or events beyond the student's control may affect academic performance. Support is provided to accommodate academic needs in the face of personal difficulties or unforeseen events in the form of Academic Consideration. Information on regulations and procedures for Academic Consideration, Appeals and Petitions, including categories, grounds, timelines and appeals can be found in Section VIII (Undergraduate Degree Regulations and Procedures) of the Undergraduate Calendar. Academic Misconduct: The University of Guelph is committed to upholding the highest standards of academic integrity and it is the responsibility of all members of the University community, faculty, staff, and students to be aware of what constitutes academic misconduct and to do as much as possible to prevent academic offences from occurring. University of Guelph students have the responsibility of abiding by the University's policy on academic misconduct regardless of their location of study; faculty, staff and students have the responsibility of supporting an environment that discourages misconduct. Students need to remain aware that instructors have access to and the right to use electronic and other means of detection. Please note: Whether or not a student intended to commit academic misconduct is not relevant for a finding of guilt. Hurried or careless submission of assignments does not excuse students from responsibility for verifying the academic integrity of their work before submitting it. Students who are in any doubt as to whether an action on their part could be construed as an academic offence should consult with a faculty member or faculty advisor. Detailed information regarding the Academic Misconduct policy is available in Section VIII (Undergraduate Degree Regulations and Procedures) of the Undergraduate Calendar. Accessibility: The University of Guelph is committed to creating a barrier-free environment. Providing services for students is a shared responsibility among students, faculty and administrators. This relationship is based on respect of individual rights, the dignity of the individual and the University community's shared commitment to an open and supportive learning environment. Students requiring service or accommodation, whether due to an identified, ongoing disability or a short-term disability should contact the Student Accessibility Services (SAS), formerly Centre for Students with Disabilities (CSD), as soon as possible. For more information, contact SAS at 519-824-4120 ext. 56208 or email sas@uoguelph.ca or visit the Student Accessibility Services website (http://www.uoguelph.ca/csd/).

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Course Evaluation Information: End of semester course and instructor evaluations provide students the opportunity to have their comments and opinions used as an important component in the Faculty Tenure and Promotion process, and as valuable feedback to help instructors enhance the quality of their teaching effectiveness and course delivery. While many course evaluations are conducted in class others are now conducted online. Please refer to the Course and Instructor Evaluation Website for more information. Drop period: The drop period for single semester courses starts at the beginning of the add period and extends to the Fortieth (40th) class day of the current semester (the last date to drop a single semester courses without academic penalty) which is listed in Section III (Schedule of Dates) of the Undergraduate Calendar. The drop period for two semester courses starts at the beginning of the add period in the first semester and extends to the last day of the add period in the second semester. Information about Dropping Courses can be found in Section VIII (Undergraduate Degree Regulations and Procedures) of the Undergraduate Calendar. Additional Course Information When You Cannot Meet a Course Requirement: When you find yourself unable to meet an in-course requirement because of illness or compassionate reasons, please advise the course instructor in writing, with your name, student id#, and email contact. In all but the most exceptional circumstances this should be done well in advance of the due date. See the course calendar for information on regulations and procedures for Academic Consideration: CLASSROOM EQUITY POLICY For all members of our class to learn effectively, this classroom must be a safe learning environment. To ensure safety for all students, the policy in this class is that no one shall be discriminated against or harassed on the basis of age, race, color, religion, creed, sex, sexual orientation, physical disability or mental disability, an irrational fear of contracting an illness or disease, ethnic, national or Aboriginal origin, family status, marital status, source of income, political belief, affiliation or activity, an individual's association with another individual or class of individuals having any one or more of the characteristics referred to in the list above.