Hogg, Charlotte2018-08-202018-08-2020182018https://repository.tcu.edu/handle/116099117/22011In an era when young adults are largely removed from direct agricultural production, the National FFA Organization strives to cultivate students interest in and awareness for agriculture through its intra-curricular position within school-based agricultural education. In the context of Deborah Brandts theory of literacy sponsorship, this project looks closely at how and for what purposes FFA sponsors students agricultural literacy acquisition on a national level via its position on The Council for Agricultural Education, as well as at the local level through agricultural education classes and extracurricular activities. Drawing on literacy studies scholarship from Cori Brewster, Kim Donehower, James Paul Gee, Charlotte Hogg, Jacqueline Edmondson, Mike Rose, and Eileen Schell, among others, this project identifies FFA as a powerful sponsor of literacy that is deeply indebted to its neoliberal stakeholders.^Through close reading of the history of agricultural education and agricultural literacy definitions, rhetorical analysis of FFA documents and webpages, and case study data from two local agricultural education programs in Texas, this study finds that FFA largely promotes students functional agricultural literacy acquisition, which reinforces neoliberal literacies and, at times, traditional rural literacies that align with stakeholder agendas. Students development of critical agricultural literacy is most viable through the literacy practices that encourage hands-on experiences, which directly impact student perceptions of agriculture and agricultural endeavors. However, the case study findings reveal that privilege largely determined student access to critical agricultural literacy opportunities, primarily through individual endeavors, such as Supervised Agricultural Experiences.^This literacy-focused project on the National FFA Organization offers insight into the state of corporate sponsorship in public education, prevailing agricultural narratives with deeply embedded rural literacies, and the connection between privilege and critical literacy acquisition.1 online resource (v, 249 pages) :Format: OnlineengRestricted access : Texas Christian University.No search engine accessNational FFA Foundation.Agricultural education.Agriculture Study and teaching.Information literacy.Experiential learning.Text