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I enjoy that it is not just white Vermont farmers and includes multilingual farmers and Abenaki farmers.

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I was excited to see/hear from different types of farmers in the video. I appreciate that some of the stories will come from laborers and am hoping to get to hear more about their stories in the final version of the video. 

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I was excited to see/hear from different types of farmers in the video. I appreciate that some of the stories will come from laborers and am hoping to get to hear more about their stories in the final version of the video. 

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I am very excited about the possibility to connecting this to another project I have been working on with Shelburne Farms and Vermont Harvest of the Month. We are hoping to create recipes and educational activities for VTHOM that are more reflective of our diverse community. These would be perfect as the educational resources!
-Aziza

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The individual stories about the farmers is interesting. It would provide various entry points of learning for students.

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It's wonderful to see _stories_ being centered. Not every one might see themselves as a farmer, but everyone has a story.

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It's wonderful to see _stories_ being centered. Not every one might see themselves as a farmer, but everyone has a story.

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I appreciate the connection that can be made when hearing the story of community members. I think there is great potential to go in. a variety of directions with this.

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True stories about farming gives a real connection to the people who care take the land.  It is clear their passion for this work is  a real connection to the land.  

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True stories about farming gives a real connection to the people who care take the land.  It is clear their passion for this work is  a real connection to the land.  

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Accompanying question prompts, worksheets to reflect, teacher guidance on how to implement the materials in the classroom.

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One universal hook for all kids is food. If there's time and space, it would be wonderful to begin from the plate, or the fridge/pantry. Food is obviously universal. 

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One universal hook for all kids is food. If there's time and space, it would be wonderful to begin from the plate, or the fridge/pantry. Food is obviously universal. 

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The products of videos and comic books are fascinating. I would want them to be used as resources for students; ideally to satisfy a question they identified to study.

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To make this content useful and engaging in the class, it would be great to figure out an outing, an experience at a local farm and to develop and cultivate a relationship/partnership with local farmers, farming organizations, etc. 

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To make this content useful and engaging in the class, it would be great to figure out an outing, an experience at a local farm and to develop and cultivate a relationship/partnership with local farmers, farming organizations, etc. 

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There is a lot going on with food injustice. Talk courageously about links to immigration justice?

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I would love to connect students with the farmers and their families to give kids a true sense of the commitment for this work.

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In BCL, I'm oriented to collaborating with community partners to address real-world problems, create content, consult, etc. Forgive me, but is the idea for classrooms to use these materials -- or to collaborate in ethnographic work and/or content production? (Either of these could be exciting...I guess I'm not sure what the intent is(?))

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I would love to see a training around how to dive into these resources. Maybe you offer a workshop to interested folks? I would also like to see written questions prompts, lesson plans, etc... for ideas how to use it.

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I feel it creates a deep appreciation for sustainable food and food systems, and for farming.

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I like that students could either watch videos or read comics to get a feel of the content

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To further equity and inclusion I would ask local markets where they are sourcing their local food to find the widest range of farmers.  

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To further equity and inclusion I would ask local markets where they are sourcing their local food to find the widest range of farmers.  

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This does not apply to me.

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I think that this work needs to come full circle.  From seed to table would be the best way for kids to experience what it takes to do this kind of work.  

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I think that this work needs to come full circle.  From seed to table would be the best way for kids to experience what it takes to do this kind of work.  

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Students may vary in their understanding about farming, food, nutrition, and food sources. Education will help with this disparity in knowledge/experience with these areas.

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I would like to see differentiated guides for different grade levels.

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I could enjoy study guides, discussion questions, access to ways to connect with farmers in ways that would be supportive. 

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I could enjoy study guides, discussion questions, access to ways to connect with farmers in ways that would be supportive. 

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One salient axis of inequity is in the quality (nutritional, health, etc.) of  the foods that kids and families eat. Having facilitated learning about food systems in the past, it's been eye-opening to see just how many young people eat things that..aren't food. This is strongly associated with the challenges of poverty.

What does this mean? It might mean that not all kids feel connected to where food comes from. It also means that one can't authentically or fully discuss food without addressing economic inequality.

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I would hope that there is reciprocity in this project so that the projects lends itself to supporting the people featured as well as those not featured. 

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I would hope that there is reciprocity in this project so that the projects lends itself to supporting the people featured as well as those not featured. 

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Wouldn't that be cool?