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The food system in the US has supported growing dominance of industrial agriculture, corporate distribution chains, and other means by which power is exerted at the expense of environmental sustainability, citizen health and wealth inequality. Economic impacts have been most damaging to low resourced and racialized communities. Online purchasing creates new opportunities--particularly in the context of the covid epidemic--but barriers may arise that are also along race and class divisions. This paper examines an initial data set for two Black led collaborative Food System projects (two urban farms and a mobile farmers market initiative), all of which are primarily staffed by African American leadership and serve a diverse set of community members with Black consumers being of the majority. While issues such as government benefit payments constitute formal economic barriers, other challenges are better illuminated through the lens of the extraction of value: the loss of community connections and increased dependency on modes of production that do not return value to the community. We define “generative production networks” as those which maximize unalienated value return rather than value extraction. We utilize this framework to examine alternative online systems to overcome these barriers. 

The concept of enoughness holds importance for both African American and Indigenous communities. In Indigenous contexts, ideas of enoughness can be about moving from extractive to sustainable economies where balance, interdependence, cooperation, and decentralization are prioritized in the production and sharing of resources. In African American contexts enoughness is about challenging deficit views of Black children as maladjusted and incomplete with an insistence that people, especially educators, see their existing brilliance and celebrate the fact that they are already enough. We explore how these concepts shaped efforts to make science, technology, engineering, and mathematics (STEM) education more equitable, justice-oriented, and generative, thus re-thinking the shape of STEM itself as a platform for generative justice. We detail how this was accomplished through designing and researching educational technologies called Culturally Situated Design Tools.