Abstract
Agronomic education in France and Mexico provides a valuable context for understanding how institutional structures public policies and broader agricultural frameworks shape the perspectives identities and opportunities of agronomy students. In the European context agronomic training is closely connected to the objectives of the Common Agricultural Policy which promotes modernization sustainability and territorial development. This integration often gives French students clearer expectations stronger academic support and more stable professional pathways within an institutional environment that links education to long term rural strategies. In contrast agronomic education in Mexico has historically emphasized rural development and social justice yet it operates under more fragmented structural conditions that influence student experiences educational trajectories and future prospects. A comparative sociological analysis of both contexts highlights the ways in which students interpret agronomy rurality and their potential roles within agricultural territories while also revealing how national and regional policy frameworks shape opportunity structures and notions of mobility. By examining agronomic education within broader processes of rural transformation this comparison offers insights into the conditions that support effective and equitable training for rural youth in both countries. The analysis contributes to rural sociology sociology of education and comparative sociology by centering student perspectives within differing institutional and policy environments.
Presenters
Isaac Arevalo LugoStudent, Rural Sociology, Universidad Autonoma Chapingo, México, Mexico
Details
Presentation Type
Theme
KEYWORDS
Comparative Sociology, Common Agricultural Policy, Rural Sociology, Rural Development, Sociology of Education
