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Mainstream knowledge production and communication in the academy generally reflect the tenets of positivist research and predominantly embody hierarchical processes of knowledge transfer. In contrast, a transformative research paradigm is rooted in knowledge mobilization processes involving close collaboration between researchers and community actors as co-enquirers as a part of a broader agenda for progressive social change. They also involve strategic communication strategies that mobilize knowledge beyond those directly involved in the research process. We illustrate the cyclical pattern and transgressive potential of knowledge mobilization processes through a reflective case study of a participatory action research program in the Canadian Prairies. Based on this work, we present three key knowledge mobilization strategies. These include: using transmedia to exchange knowledge across a range of communication media; building bridges to invite communication amongst diverse knowledge communities; and layering to communicate knowledge at varying levels of detail. We critically examine our own practice as a contested and partial process in tension with the institutional and cultural durability of the more linear knowledge transfer paradigm. Knowledge mobilization strategies provide a framework to implement research methods, communication processes, and outcomes that are high in impact and relevant in struggles for a more just and resilient society.

Introduction to the symposium on critical adult education in food movements: learning for transformation in and beyond food movements—the why, where, how and the what next? -- Transformative agroecology learning in Europe: building consciousness, skills and collective capacity for food sovereignty -- Farming for change: developing a participatory curriculum on agroecology, nutrition, climate change and social equity in Malawi and Tanzania -- Multi-actor networks and innovation niches: university training for local Agroecological Dynamization -- What's wrong with permaculture design courses? Brazilian lessons for agroecological movement-building in Canada -- Teaching the territory: agroecological pedagogy and popular movements -- Food sovereignty education across the Americas: multiple origins, converging movements -- Images of work, images of defiance: engaging migrant farm worker voice through community-based arts.

This book focuses on research that shows the importance of critical adult education for the spread of food sovereignty and agroecology to more people and places. It pays particular attention to the important role that learning, education and pedagogy can play in social transformation for food sovereignty and justicean approach referred to broadly as "Learning for Transformation." It reveals common dynamics and principles that critical education for food sovereignty share in different contexts. The book draws together 8 chapters that offer new critical insights about why, where, and how learning for transformation is being implemented,and what next. Previously published in Agriculture and Human Values Volume 36, issue 3, September 2019 Chapter "Transformative agroecology learning in Europe: building consciousness, skills and collective capacity for food sovereignty" is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.