D Dutta
Biographic Data
| ID | 6015 |
|---|---|
| NAME | D Dutta |
| GIVEN NAMES | D |
| FAMILY NAME | Dutta |
| SIGNATURE | DUTTA D |
| AFFILIATIONS | University of Calgary |
| ORCID | 0000-0003-2445-7139 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 15 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1991 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Rhizomatic Explorations of Immigrant Growers’ Sense of Belonging Through More-than-Human Relationships in a Community Garden
Immigrant integration is often conceptualised through frameworks of belonging that emphasise individual feelings or perceived acceptance within a community. This paper complicates such linear models and human-centred interactions by foregrounding processes of belonging emerging through relational practices spanning more-than-human worlds at a community urban farm. Drawing on rhizomatic assemblages and Indigenous epistemologies that situate Land a…
Grounding futures
Nurturing Socio-ecological Spaces Through Urban Gardening Practices in India
Due to largely opaque processes of consumption and production in urbanised spaces, the dependence of humans on food ecosystems is largely invisibilised. To counter this challenge, a growing awareness about industrial food production and consumption patterns along with a need to create alternatives has given rise to a range of small-scale food-growing initiatives in urban areas. This study focuses on urban spaces in seven Indian cities to examine …
Creating learning alliances for flourishing food environmental futures
This article emerged from a community-based symposium held in a public library, aimed at synthesizing reflections on the connections between climate actions, food security, and (im)migration. The authors, representing diverse positionalities and professional backgrounds explore the generative entanglements offered through food justice discourses and land-based pedagogies. Through channelling personal and professional experiences and disciplinary …
Academic Institutions as Innovation Intermediaries; Co-creating knowledge and building the Gujarat agroecology learning alliance (Gala)
Toxicological profiling of methanolic seed extract of Abutilon indicum (L.) Sweet
We never even touched plants this way”
A critical objective of environmental education (EE) is sustained and active care for the natural world. Numerous studies point to the inadequacy of information-centered pedagogies in motivating such ecologically responsive action. The primacy of action in effectively addressing environmental issues calls for conceptions of EE that emphasize the conative and affective domains of the human mind. While recent research studies have recognized the si…
Thinking beyond Ecology
Green and decent work in the Global South is inextricably linked to sustaining rural livelihoods especially in agriculture that has undergone significant deskilling under the top-down, technocentric assemblages of the Green Revolution. Additionally, agrarian communities are also seeing youth quitting farming occupations in search of better livelihood options. Scholarly attention to green transitions though has been largely limited to the ecologic…
Building bridges in policy implementation during a pandemic
Despite the widely acknowledged importance of consultative policymaking, interventions to encourage stakeholder participation remain scarce. The presence of exigencies, such as the pandemic, can further normalise the lack of participative processes unless serious alternatives are presented. This paper presents the results of an exercise, during the pandemic, on Farmer Producer Organisations (FPOs) through an e-survey of stakeholders whose views, …
Whose subject is it anyway? Negotiating disciplinary tensions in designing open-ended ecological pedagogies through an urban terrace farm
This paper follows the perspectives and initiatives of teachers, who were directly and indirectly, involved in a school terrace gardening project co-designed with some of them. Their narratives included their perceptions regarding students working at the farm, connected initiatives within the curriculum, and any personal efforts prompted by their involvement with the farm space. Their experiences indicate the possibility of using the farm as a tr…
Motivating youth engagement in sustainable agriculture
This paper highlights ways to address the knowledge–practice gap in the agricultural domain by examining the initiatives of the Community-managed Natural Farming (CNF) Program of the Andhra Pradesh Government in India. The novel initiative to motivate and involve youth known as “Natural Farming Fellows” (NFF), amongst others, has facilitated farmers’ transition to sustainable agriculture practices. As agricultural graduates trained in the mainstr…
Solving for Pattern
The human species’ adaptive advantage is driven by its ability to build new material structures and artefacts. Engineering is the modern manifestation of this building instinct, and its advent has made the construction and use of technologies the central pattern of human life. In parallel, efficiency, the overarching narrative driving technology and related life practices, has pervaded most occupations as a value, forming a cultural backdrop that…
Seeding Embodied Environmental Sensibilities
Environmental crises require collective and sustained action. However, pro-environmental action (PEA) has been mostly approached as an individual process. Further, conventional approaches to promote PEA assume an information-processing model of actions based on knowledge acquisition, which has been critiqued. Recent environmental education approaches emphasize more complex, non-linear models of action and focus on the acquisition of action-compet…
Doing to being
A key mandate of environment education (EE) is to motivate people to engage in environmentally responsible actions. However, school-based EE has not been successful in nurturing environmentally responsible actions in students. This is partly because of the information-oriented structure of current EE, which assumes that symbol-based knowledge directly leads to motivation and action. In contrast, educational initiatives based on practices and acti…
PHC service planning and Human Resource mobilisation
Motivating youth engagement in sustainable agriculture
This paper highlights ways to address the knowledge–practice gap in the agricultural domain by examining the initiatives of the Community-managed Natural Farming (CNF) Program of the Andhra Pradesh Government in India. The novel initiative to motivate and involve youth known as “Natural Farming Fellows” (NFF), amongst others, has facilitated farmers’ transition to sustainable agriculture practices. As agricultural graduates trained in the mainstr…
Doing to being
A key mandate of environment education (EE) is to motivate people to engage in environmentally responsible actions. However, school-based EE has not been successful in nurturing environmentally responsible actions in students. This is partly because of the information-oriented structure of current EE, which assumes that symbol-based knowledge directly leads to motivation and action. In contrast, educational initiatives based on practices and acti…
We never even touched plants this way”
A critical objective of environmental education (EE) is sustained and active care for the natural world. Numerous studies point to the inadequacy of information-centered pedagogies in motivating such ecologically responsive action. The primacy of action in effectively addressing environmental issues calls for conceptions of EE that emphasize the conative and affective domains of the human mind. While recent research studies have recognized the si…
Whose subject is it anyway? Negotiating disciplinary tensions in designing open-ended ecological pedagogies through an urban terrace farm
This paper follows the perspectives and initiatives of teachers, who were directly and indirectly, involved in a school terrace gardening project co-designed with some of them. Their narratives included their perceptions regarding students working at the farm, connected initiatives within the curriculum, and any personal efforts prompted by their involvement with the farm space. Their experiences indicate the possibility of using the farm as a tr…
PHC service planning and Human Resource mobilisation
Doing to being
A key mandate of environment education (EE) is to motivate people to engage in environmentally responsible actions. However, school-based EE has not been successful in nurturing environmentally responsible actions in students. This is partly because of the information-oriented structure of current EE, which assumes that symbol-based knowledge directly leads to motivation and action. In contrast, educational initiatives based on practices and acti…
Seeding Embodied Environmental Sensibilities
Environmental crises require collective and sustained action. However, pro-environmental action (PEA) has been mostly approached as an individual process. Further, conventional approaches to promote PEA assume an information-processing model of actions based on knowledge acquisition, which has been critiqued. Recent environmental education approaches emphasize more complex, non-linear models of action and focus on the acquisition of action-compet…
Solving for Pattern
The human species’ adaptive advantage is driven by its ability to build new material structures and artefacts. Engineering is the modern manifestation of this building instinct, and its advent has made the construction and use of technologies the central pattern of human life. In parallel, efficiency, the overarching narrative driving technology and related life practices, has pervaded most occupations as a value, forming a cultural backdrop that…
Whose subject is it anyway? Negotiating disciplinary tensions in designing open-ended ecological pedagogies through an urban terrace farm
This paper follows the perspectives and initiatives of teachers, who were directly and indirectly, involved in a school terrace gardening project co-designed with some of them. Their narratives included their perceptions regarding students working at the farm, connected initiatives within the curriculum, and any personal efforts prompted by their involvement with the farm space. Their experiences indicate the possibility of using the farm as a tr…
Motivating youth engagement in sustainable agriculture
This paper highlights ways to address the knowledge–practice gap in the agricultural domain by examining the initiatives of the Community-managed Natural Farming (CNF) Program of the Andhra Pradesh Government in India. The novel initiative to motivate and involve youth known as “Natural Farming Fellows” (NFF), amongst others, has facilitated farmers’ transition to sustainable agriculture practices. As agricultural graduates trained in the mainstr…
Thinking beyond Ecology
Green and decent work in the Global South is inextricably linked to sustaining rural livelihoods especially in agriculture that has undergone significant deskilling under the top-down, technocentric assemblages of the Green Revolution. Additionally, agrarian communities are also seeing youth quitting farming occupations in search of better livelihood options. Scholarly attention to green transitions though has been largely limited to the ecologic…
Building bridges in policy implementation during a pandemic
Despite the widely acknowledged importance of consultative policymaking, interventions to encourage stakeholder participation remain scarce. The presence of exigencies, such as the pandemic, can further normalise the lack of participative processes unless serious alternatives are presented. This paper presents the results of an exercise, during the pandemic, on Farmer Producer Organisations (FPOs) through an e-survey of stakeholders whose views, …
Toxicological profiling of methanolic seed extract of Abutilon indicum (L.) Sweet
We never even touched plants this way”
A critical objective of environmental education (EE) is sustained and active care for the natural world. Numerous studies point to the inadequacy of information-centered pedagogies in motivating such ecologically responsive action. The primacy of action in effectively addressing environmental issues calls for conceptions of EE that emphasize the conative and affective domains of the human mind. While recent research studies have recognized the si…
Nurturing Socio-ecological Spaces Through Urban Gardening Practices in India
Due to largely opaque processes of consumption and production in urbanised spaces, the dependence of humans on food ecosystems is largely invisibilised. To counter this challenge, a growing awareness about industrial food production and consumption patterns along with a need to create alternatives has given rise to a range of small-scale food-growing initiatives in urban areas. This study focuses on urban spaces in seven Indian cities to examine …
Creating learning alliances for flourishing food environmental futures
This article emerged from a community-based symposium held in a public library, aimed at synthesizing reflections on the connections between climate actions, food security, and (im)migration. The authors, representing diverse positionalities and professional backgrounds explore the generative entanglements offered through food justice discourses and land-based pedagogies. Through channelling personal and professional experiences and disciplinary …
Academic Institutions as Innovation Intermediaries; Co-creating knowledge and building the Gujarat agroecology learning alliance (Gala)
Rhizomatic Explorations of Immigrant Growers’ Sense of Belonging Through More-than-Human Relationships in a Community Garden
Immigrant integration is often conceptualised through frameworks of belonging that emphasise individual feelings or perceived acceptance within a community. This paper complicates such linear models and human-centred interactions by foregrounding processes of belonging emerging through relational practices spanning more-than-human worlds at a community urban farm. Drawing on rhizomatic assemblages and Indigenous epistemologies that situate Land a…
Grounding futures
Ecology (6 works) · Political science (6 works) · Sociology (6 works) · Business (5 works) · Agriculture (4 works) · Economics (4 works) · Environmental education (4 works) · Pedagogy (4 works) · Psychology (4 works) · Urban Agriculture and Sustainability (4 works)