ABSTRACT
This chapter discusses what we can learn from the long history of mostly forgotten attempts to better serve equality through agricultural education systems. The chapter first demonstrates how gender, racial and other social biases and segregation have been built in the foundation of agricultural education systems worldwide despite challenges of the mirrored biases and hierarchies in budgets, teachers’ positions, and educational contents. Three countries serve as examples for the integration, normalisation and transfer worldwide: the Netherlands, USA, and colonial Ghana. Furthermore, the chapter presents initiatives from the 1970s onwards that challenged these foundations as unfair and ineffective but never effected structural change. It concludes that lifting segregation is not sufficient nor is the inclusion of formerly segregated groups. To achieve agricultural education systems to work in socially just and agriculturally viable ways, integration is required to include all farm-related domains and to challenge normalised biases often grounded in Western views including farm family ideology.
