Social responsibility in organic agriculture: learning, collaboration and regulation - Organic Agriculture: A Global Perspective - page 329

Chapter 14
Social responsibility in organic agriculture:
learning, collaboration and regulation
Rhiannon Pyburn*, Wageningen University and Research Centre, The Netherlands, Nadarajah
Sriskandarajah, The Royal Veterinary and Agricultural University, Denmark and Arjen E.J. Wals,
Wageningen University and Research Centre, The Netherlands
*Ms Rhiannon Pyburn, Education & Competence Studies, Wageningen University and Research Centre, Hollandseweg 1,
Wageningen 6706 KN, The Netherlands. Tel: [phone], Fax: [phone], Email: [e-mail]
Introduction
Social justice has not been an integral part of the construction of the organic
movement (Guthman 2004). Yet, today we are witnessing the emergence of new
movements or perhaps a rejuvenation of existing movements, that seek to promote
fair trade and new codes of conduct. The introduction of new concepts such as
chain transparency, food chain awareness, food miles, 'just food' and sweat shops,
and the appearance of bestseller topics like Fast Food Nation, suggest an increased
public concern about food that transcends health, taste and price, to include the
social costs of food production.
This Chapter provides an overview of social responsibility within the organic sector, referring
to different conceptualisations and discussions underway. Against this backdrop, the focus on
social justice issues, as embraced by leading organisations in the field is discussed (see Social
responsibility in the organic context ), and a three-pronged approach for addressing social
responsibility is presented and advocated (see A framework for approaching social responsibility
in organic agriculture ). Regulation, collaboration and learning are argued as three necessary
and (potentially) mutually reinforcing coordination mechanisms for fostering enhanced social
responsibility throughout the organic sector and furthering the social agenda. Regulation and
collaboration are explored, with several examples provided to illustrate current manifestations
of how these mechanisms work. These are the more developed and active forces within the
sector. A learning approach is articulated in more depth (see Learning and social responsibility ),
with nuances and challenges considered.
Because learning is a less-developed approach, we make a case for learning to be embraced
more fully. The argument draws on learning theory and applies this theory to the reality of the
challenges facing the sector with respect to social responsibility. Two types of learning are dis-
cussed: instrumental and emancipatory learning. Instrumental learning is learning for social
responsibility, whereas emancipatory learning is learning towards social responsibility. Dis-
cussion on emancipatory learning describes the spectrum from 'big brother' to 'grassroots'
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