Community as Context and Content: A Land-Based Learning for Primer for Agriculture, Food, and Natural Resources Education

McKim, Aaron J.; Raven, Matt R.; Palmer, Abbey; McFarland, Ashley

doi:10.5032/jae.2019.01172

Cited by 10 publications

(9 citation statements)

References 26 publications

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“…Developing interdisciplinary curriculum which brings together multiple agricultural subjects together into one learning experience is our recommendation for crafting curriculum which mirrors the diverse and balanced interests of agricultural educators. An example approach to interdisciplinary curriculum can be found in land-based learning, described by McKim et al (2019).…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

Exploring Curriculum Congruence and Connectivity within School-Based Agricultural Education

Moser,

McKim

2021

JAE

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Teacher connectivity represents a relatively new and exciting construct within school based agricultural education. Existing research identifying a relationship between teacher connectivity and career commitment illuminates the need for additional research on teacher connectivity within schoolbased agricultural education. Framed using the Relational Theory of Working, the current research analyzes four facets of teacher connectivity (i.e., connection to the community, curriculum, school, and other school-based agricultural education teachers) alongside curriculum congruence, years of teaching experience, and teacher certification type. Results illustrate, among the majority of respondents, personal interest toward an agricultural subject exceeds the presence of that topic within their program. Across all areas studied, only 17.65% of responding teachers experienced alignment between their personal interests and level of curriculum represented within their program. Furthermore, results from this investigation highlight connectivity is highest among teachers who experience congruence between the presence of their curriculum and their personal interests, teachers later in their career, and teachers traditionally certified. In concert, results highlight teacher characteristics which may predispose a teacher to struggle establishing connections within the profession. Recommendations for research and practice are framed by aligning the theoretical framework, findings, and conclusions.

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Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

Exploring Curriculum Congruence and Connectivity within School-Based Agricultural Education

Moser,

McKim

2021

JAE

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“…Interacting closely with their environment and community via hands-on field work allowed participants to make sense of themselves and their surroundings in the context of working within a food system; this outcome of hands-on and informal learning has been identified as a key step in youth's development of critical consciousness of environmental and food systems issues, by giving them the opportunity to understand themselves as agents of transformative change within the food system (Delia and Krasny, 2018;Gramatakos and Lavau, 2019;McKim et al, 2019).…”

Section: Learning Like That [Hands-on] Is So Much More Multisided [Th...mentioning

confidence: 99%

Critical food systems education in university student-run food initiatives: learning opportunities for food systems transformation

Deskin,

Harvey

2023

Front. Sustain. Food Syst.

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IntroductionStudent-run Campus Food Systems Alternatives (CFSA) have been proposed as spaces which have the potential to advance Critical Food Systems Education (CFSE) – the objective of which is to motivate students to act toward radical food systems transformation on community and systemic levels. Evidence on how learning dynamics in CFSA drive student participants to develop critical perspectives on food systems is limited, however. This paper seeks to address this gap by exploring how critical and transformative learning happens in these informal and student-run spaces, by detailing a multi-case study of students’ learning experiences in four student-run CFSA on the McGill University campus.MethodsData on students’ learning experiences was collected through observational field notes of CFSA activities and semi-structured Interviews with student facilitators. Thematic and cross-case analysis was performed with interview data.ResultsAnalysis of students’ described learning experiences in CFSA revealed three broad categories of learning dynamics which drive students’ learning about food systems and their willingness to act for food systems change: hands-on work in informal spaces, social connection and engagement between student participants, and engagement with the beyond-campus community.DiscussionEngagement with the beyond-campus community via CFSA, particularly that which involved exposure to food-related injustice in marginalized communities, was found to be particularly important in driving student participants’ critical reflection on food systems and willingness to act toward food justice. A lack of intentional critical reflective practice was however observed in CFSA, calling into question how this practice can be driven in campus food initiatives without compromising their student-run and informal structures.

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“…The impetus for these calls includes the value of crafting interdisciplinary learning experiences in which learners simultaneously engage multiple disciplines of knowledge (Boix Mansilla et al, 2000;Nikitina, 2006;Pauley et al, 2019). Most notably, interdisciplinary learning experiences more adequately mirror authentic problems occurring in socio-ecological systems; therefore, learning experiences which are interdisciplinary better prepare students to address complex problems during and after their time in an AFNR program (McKim et al, 2019;Scherer et al, 2019).…”

Section: Academic Overlapmentioning

confidence: 99%

Core Academic Offerings in Michigan Agriculture, Food, and Natural Resources Education Programs

Forbush,

McKim,

McKendree

2022

JAE

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Offering core academic credits (e.g., math, science) for completing agriculture, food, and natural resources (AFNR) coursework at the secondary school level has the potential to increase the strength of the AFNR program as well as student interdisciplinary learning. Informed by the Career and Technical Education Student Typology, we explored the scope of core academic offerings in Michigan AFNR programs, including the frequency of core academic offerings, AFNR course types in which core academics are offered, and types of core academic credit obtained. Findings indicate 95.00% of Michigan teachers responding to the survey offered some form of core academic credit through their AFNR coursework. Additionally, findings suggest science is the most obtained core academic credit and the predominance of core academic credit is being offered in introductory course types within AFNR programs. These findings, among others, were synthesized into three conclusions which focus on the frequency of core academic offerings, strength of science as an integrated discipline, and identified opportunities to expand core academic offerings. The paper concludes with a roadmap for continued efforts to enhance core academic offerings and AFNR programs via a combination of research and practice.

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Community as Context and Content: A Land-Based Learning for Primer for Agriculture, Food, and Natural Resources Education

Cited by 10 publications

References 26 publications

Exploring Curriculum Congruence and Connectivity within School-Based Agricultural Education

Exploring Curriculum Congruence and Connectivity within School-Based Agricultural Education

Critical food systems education in university student-run food initiatives: learning opportunities for food systems transformation

Core Academic Offerings in Michigan Agriculture, Food, and Natural Resources Education Programs

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