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An Ignatian Pedagogical Approach to Fostering Conversations on BIPOC Farmland Ownership Through Film Screenings

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  • Wiersma-Mosley, Jacquelyn D.
  • Malone, Trey
  • Moss, Logan G.
  • Scales Jr., Wendell

Abstract

This article applies the Ignatian pedagogical paradigm (IPP) to developing a day-long event focused on Black, Indigenous, and People of Color (BIPOC) farm ownership in a college of agriculture at a mid-south university. The event utilized IPP’s five elements—context, experience, reflection, action, and evaluation—to engage students with conversations surrounding the systemic barriers adversely affecting BIPOC producers. The event included a screening of “Gaining Ground,” which provided historical and contemporary insights into the challenges of BIPOC landownership, setting a foundational context and offering a direct experiential learning opportunity. The screening was followed by a panel discussion involving experts in agriculture, social justice, and policy, which deepened the reflective component of the pedagogical framework. The action and evaluation phases were highlighted through networking opportunities with leaders in the field and feedback collection to assess changes in participant perceptions and intentions to act on their knowledge. This case study demonstrates the IPP’s effectiveness in delivering educational content and inspiring actionable insights and personal growth for students in agricultural colleges. It underscores the paradigm’s value in academic settings for addressing complex social issues and offers a model for educators who seek to enhance student engagement and societal impact through structured pedagogical approaches.

Suggested Citation

  • Wiersma-Mosley, Jacquelyn D. & Malone, Trey & Moss, Logan G. & Scales Jr., Wendell, 2024. "An Ignatian Pedagogical Approach to Fostering Conversations on BIPOC Farmland Ownership Through Film Screenings," Applied Economics Teaching Resources (AETR), Agricultural and Applied Economics Association, vol. 7(3), December.
    • Handle: RePEc:ags:aaeatr:377645
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    References listed on IDEAS

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    1. Ana Claudia Sant'Anna & Kevin N. Kim & Iryna Demko, 2024. "Limits to capital: Assessing the role of race on the Paycheck Protection Program for African American farmers in America," Applied Economic Perspectives and Policy, John Wiley & Sons, vol. 46(1), pages 217-233, March.
    2. Jill J. McCluskey, 2019. "Why diversity and expectations matter," Agricultural Economics, International Association of Agricultural Economists, vol. 50(S1), pages 107-111, November.
    3. Saucier, Donald A. & Jones, Tucker L. & Schiffer, Ashley A. & Renken, Noah D., 2022. "The Empathetic Course Design Perspective," Applied Economics Teaching Resources (AETR), Agricultural and Applied Economics Association, vol. 4(4), September.
    4. Joan Hise & Dawn Massey, 2010. "Applying the Ignatian Pedagogical Paradigm to the Creation of an Accounting Ethics Course," Journal of Business Ethics, Springer, vol. 96(3), pages 453-465, October.
    5. Malone, Trey & Monahan, Jim & Nicpon, Katie & Schaefer, K. Aleks & Cary, Madelyn, 2022. "On the Strategic Creation of Extension and Outreach Content in a New Media Environment," Applied Economics Teaching Resources (AETR), Agricultural and Applied Economics Association, vol. 4(2), July.
    6. Megan Horst & Amy Marion, 2019. "Racial, ethnic and gender inequities in farmland ownership and farming in the U.S," Agriculture and Human Values, Springer;The Agriculture, Food, & Human Values Society (AFHVS), vol. 36(1), pages 1-16, March.
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