Teaching and learning in urban agricultural community contexts

Teaching and learning in urban agricultural community contexts / Isha DeCoito, Amie Patchen, Neil Knobloch, Levon Esters, editors.

This book fills a void in the literature around how urban agricultural education can be used to create opportunities to educate youth and citizens who live in urban areas about growing food. To date, very little has been written about program design and the impact of such experiences on learning out...

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Bibliographic Details
Other Authors: DeCoito, Isha, Patchen, Amie, Knobloch, Neil A., 1969-, Esters, Levon
Format: eBook
Language:English
Published: Cham, Switzerland : Springer, 2021.
Series:Urban agriculture (Springer (Firm))
Subjects:
Urban agriculture > Study and teaching.
Agricultura urbana.
Llibres electrònics.
Online Access:Click for online access
Table of Contents:
  • Intro
  • Contents
  • Contributors
  • Chapter 1: An Introduction: Teaching and Learning in Urban Agricultural Community Contexts
  • 1.1 Overview of Urban Agriculture
  • 1.2 Framework of Urban Agriculture Education
  • 1.3 Overview of Chapters
  • 1.4 Summary
  • References
  • Chapter 2: Community as Curriculum: Dewey's Theory of Inquiry in the Context of an Urban Agriculture Project
  • 2.1 Urban Agriculture as a Link to Connect School and Curriculum
  • 2.2 John Dewey's Theory of Inquiry as Analytical Framework
  • 2.3 Urban Agriculture Project at PACHS
  • 2.3.1 School and Community Context
  • 2.3.2 Development of the Urban Agriculture Project at PACHS
  • 2.3.3 Researchers' Roles
  • 2.4 Analysis of Urban Agriculture Project Through Dewey's Framework
  • 2.4.1 Relevance
  • 2.4.1.1 Initiation of Inquiry Based on Students' Experiences Outside School
  • 2.4.1.2 Lesson Planning with the Community's Resources
  • 2.4.2 Participation
  • 2.4.2.1 Students' Participation Modes Through Various Challenges
  • 2.4.2.2 Collaboration Beyond the School
  • 2.4.3 Significance
  • 2.4.3.1 Changes in the Situation
  • 2.4.3.2 Students' Experience as the Goal
  • 2.5 Discussion
  • 2.5.1 Urban Agriculture Project at PACHS: Investigating a Significant Problem for Community Action
  • 2.5.2 Adopting Dewey's Theory for Curriculum Innovations
  • References
  • Chapter 3: Forging Research Pathways to Sustainable Farms and Food Systems with an Interdisciplinary Evaluative Framework for Urban Agriculture
  • 3.1 Forging Research Pathways to Sustainable Farms and Food Systems with an Interdisciplinary Evaluative Framework for Urban Agriculture
  • 3.2 Origination: The Need for a Custom Framework and Research Method
  • 3.3 Built-in Interdisciplinarity: The Comprehensive Evaluative Framework
  • 3.3.1 Value Metrics for Farm System Analysis
  • 3.3.2 Assessment Matrices
  • 3.4 Interdisciplinary and Experiential Learning through Urban Agriculture Research: From Concept to Practice
  • 3.4.1 Course Learning Objectives
  • 3.4.2 Teaching Strategies and Student Engagement to Support Learning Objectives
  • 3.4.3 The Research Process
  • 3.4.4 The Holyoke Edible Forest Garden: One Case Study Research Summary
  • 3.4.5 The Value of Experience
  • 3.4.6 Contemporary Urban Agriculture Information Gathering and Scholarship
  • 3.4.7 Challenges to Contemporary Urban Agriculture Research at College-Level
  • 3.5 Conclusion and Next Steps
  • References
  • Chapter 4: Engaging Nashville's Youth in Farming, Food Choice, and Food Access Issues: Two Programs by a Nashville Nonprofit
  • 4.1 Introduction
  • 4.2 Crop City
  • 4.2.1 Overview
  • 4.2.2 Participant Population
  • 4.2.3 Origins
  • 4.2.4 Learning Objectives
  • 4.2.5 Curriculum
  • 4.2.6 Crop City Program Evaluation Results
  • 4.2.7 Learning Outcomes
  • 4.2.8 Cost Analysis
  • 4.2.9 Implementation Considerations
  • 4.2.10 Future Research

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