Just Transitions in a Public School Food System: The Case of Buffalo, New York

Jessica Gilbert,Alexandra Schindel,Sarah Robert

doi:10.5304/jafscd.2018.08b.011

Abstract

This article examines the public school food system in Buffalo, New York, for a just transition (Movement Generation, n. d.). School food programs built on just transition characteristics democratize engagement, decentralize decision-making, diversify the economy, decrease consumption, and redistribute resources and power. The Buffalo public school district’s food system is an important subsection of the city’s food system that reaches the most vulnerable populations. School food systems contain teachable spaces within schools to introduce students to healthy eating, fresh food, and the (in)equitable economies of the larger community food system. We argue that school food is an ideal entry point for introducing a just transition to the local food system, enhancing food equity built from healthier social, economic, ecological, and political systems. Related to this JAFSCD issue’s call on Local Government in Food Systems Work, we aim to bring attention to the role and responsibility of public education systems in managing and enhancing community food systems through public policy. This qualitative case study examines five public school food programs in Buffalo, New York, for characteristics of a just transition using content analysis of policy and program documents. How does one public school food system engage in and build toward a just transition? Key findings include that all five programs analyzed reflected at least one characteristic of a just transition; programs lacked an emphasis on ecological justice; and younger generations must be included in the just transition implementation process. Ultimately, we argue that the school food system is ideally poised to initiate the implementation of a just transition.

Highlights

The objective of this article is to examine the school food system in the Buffalo public school district (Buffalo Public Schools, or BPS) for elements of a just transition (Movement Generation, n.d.)
How does a just transition occur within a school food system? We address this question through the case study of the public school food system in Buffalo, New York
We review the literature on school food systems linked to a broader discussion of food systems

Summary

Introduction

The objective of this article is to examine the school food system in the Buffalo public school district (Buffalo Public Schools, or BPS) for elements of a just transition (Movement Generation, n.d.). A just transition is holistic in scope and emphasizes the following five activities for the well-being of a community: democratize engagement, decentralize decision-making, diversify economic activity, decrease consumption, and (re)distribute resources and power (Movement Generation, n.d.). We shift to operationalizing the five key activities of a just transition: democratize engagement, decentralize decision-making, diversify economic activity, decrease consumption, and (re)distribute resources and power This is followed by a general elaboration of the concept. Just-transition practice and research should emerge from the lives and actions of communities most affected and most vulnerable to ecological, political, social, and economic stasis and change (Movement Generation, n.d.) This process should concern access and choice to participate in food systems, regardless of income, nationality, location, etc. Such reshaping of the school food system may contribute to a redistribution of resources (healthy food more readily available to all, local producers supported) and power (industrial food producers and processors no longer monopolize school food), guiding school food through a socially and ecologically just transition

Literature Review

Findings

Conclusions