Organic and low-input food systems are emerging worldwide in answer to the sustainability crisis of the conventional agri-food sector. “Alternative” systems are based on local, decentralized approaches to production and processing, regarding quality and health, and short supply-chains for products with strong local identities. Diversity is deeply embedded in these food systems, from the agrobiodiversity grown in farmers’ fields, which improves resilience and adaptation, to diverse approaches, contexts and actors in food manufacturing and marketing. Diversity thus becomes a cross-sectoral issue which acknowledges consumers’ demand for healthy products. In the framework of the European project “CERERE, CEreal REnaissance in Rural Europe: embedding diversity in organic and low-input food systems”, the paper aims at reviewing recent research on alternative and sustainable food systems by adopting an innovative and participatory multi-actor approach; this has involved ten practitioners and twenty-two researchers from across Europe and a variety of technical backgrounds in the paper and analysis stages. The participatory approach is the main innovation and distinctive feature of this literature review. Partners selected indeed what they perceived as most relevant in order to facilitate a transition towards more sustainable and diversity based cereal systems and food chains. This includes issues related to alternative food networks, formal and informal institutional settings, grass root initiatives, consumer involvement and, finally, knowledge exchange and sustainability. The review provides an overview of recent research that is relevant to CERERE partners as well as to anyone interested in alternative and sustainable food systems. The main objective of this paper was indeed to present a narrative of studies, which can form the foundation for future applied research to promote alternative methods of cereal production in Europe.

Globally, rural conditions are in states of change. They are often highly vulnerable to climate and environmental change, extreme weather events, conflict, socio-economic changes, inequalities, and demographic changes. These changes are putting stress on rural areas, which rely upon agriculture and natural resources for their livelihoods and are often the foundation of national economies. Communication for development (C4D) has played an important role in addressing these challenges. Its thinking is broadly consistent with rural development goals—indeed, the roots of C4D come in part from rural development and agricultural extension. Communication for development (C4D) was defined by the World Congress on Communication for Development as “…a social process based on dialogue using a broad range of tools and methods. It also seeks change at different levels, including listening, building trust, sharing knowledge and skills, building policies, debating, and learning for sustained and meaningful change. It is not public relations or corporate communications”. However, after decades of action to address these interrelated rural development challenges, much remains to be done. This paper critically considers the following: What does inclusive rural development mean now, in light of environmental change, and how does this affect the conceptualisation and practice of C4D? This was done by using three countries as case studies: Malawi, Ukraine, and the Philippines. Each of these countries represented contrasting challenges and opportunities for rural development and environmental change, with lessons from their experiences shedding insight into the communication for development thinking.

In 2018, the state of Himachal Pradesh in north India launched an initiative to convert all its farmers to natural farming (NF), an agroecological approach. The aim was to address multiple challenges related to rural livelihoods, high input costs, biodiversity loss, and environmental degradation. This paper is based on a qualitative case study of the state programme to transition farmers to NF. It seeks to understand how its mechanisms support and empower small and marginal women farmers. In addition to identifying mechanisms that facilitate the effective uptake of NF, the case study sought women’s views on whether these mechanisms increased spaces for decision making and developed capabilities and autonomy. Framed within the vision of reclaiming food sovereignty, various mechanisms such as training in villages, participating in NF groups and networks, visits to model farms, and adopting leadership roles offered new pathways for women farmers to gain confidence and capabilities. Women began to participate in spaces that had been culturally and structurally denied to them. This case study demonstrates how agroecology initiatives, with a particular emphasis on gender, can offer women various opportunities for decision making, income generation, and creative expression. These initiatives also expand community agency and enable the acquisition of knowledge necessary for sustainable ecosystems.

Within development communication, gaps remain in theory and practice: communication innovations are taking place which either do not incorporate theory or fail to challenge the assumptions of development communication and HIV/AIDS theory. This can lead to the implementation of unsuccessful interventions that lack theoretical frameworks or to uninformed practice, making it difficult to replicate. Further, research has demonstrated that entertainment education (EE) interventions have a measurable impact on behaviour in areas such as HIV/AIDS prevention. Given the transitions in EE practice and evidence of its impact, EE theory and practice can contribute insight into these challenges. A pilot study investigated these dilemmas within the context of the monitoring and evaluation of development communication. Framing this discussion is the concept of south–north dialogue, using comparative analysis of EE interventions to distil lessons through contrasting experiences in two diverse settings. It holds as a principle that lessons from the experience of EE in the southern context can inform lessons for the north. Further, comparison of the case studies can generate insights for the broader development communication field. The authors present four case studies, informed by key informant interviews, of EE interventions in the United Kingdom and South Africa. They address how communication is defined in planning, implementation and evaluation, highlighting how it often misses the importance of ‘listening’. The case studies show that HIV/AIDS communication, and development communication more broadly, has not internalised ideas of evaluation and listening in communication. Successes in the case studies can be partially attributed to responsiveness and context-specificity, rather than following rigid planning templates, such as those found in some development communication literature. This indicates the importance of flexibility and responsiveness to context for both development communication and HIV/AIDS communication.

This is a case study-based research project investigating the status of Advisory Extension Services in southern Ethiopia. The goal was to determine whether available service provisions meet the requirements of smallholder farmers and enabled them to improve their farming practices and livelihoods. A combination of an exploratory inductive approach and mixed methods was used (e.g., questionnaire survey, focus group discussions, key informant interviews). Participants included members of farming households, and agents, experts, and providers working in the agricultural rural sector. The key findings suggested that limited access to resources and unpredictable environmental conditions were stifling smallholder farmer innovation and livelihoods. Service provisions should be better tailored to local conditions, provide greater resource access, and work more closely with farmers. The development and implementation of service provision should involve a wide range of institutions and farmers throughout the process. Local community- and farmer-based organisations are especially important, and can work alongside innovative and talented farmers to enable more effective dissemination of information. Agricultural rural development and service provision should focus greater attention on the views and perspectives of farmers from a range of areas with differing socio-demographic and agro-ecological characteristics for comparative analysis.

Building human capacity through education and training programs is a key component of agricultural development. This article lays out a framework for educators working in agricultural development to use local knowledges to enhance capacity building efforts. Local knowledge systems are complex social phenomena consisting of unique combinations of ontologies/epistemologies, worldviews, and cultures of the people in a particular social/ecological context. To embrace local knowledge systems, educators should: (a) understand power, positionality, and privilege; (b) understand your learners and yourselves; (c) use participatory approaches; and (d) embrace new knowledges. The framework presented provides guidance for agricultural development practitioners; agricultural development organizations; educational institutions and others who train agricultural development practitioners; and researchers and evaluators.