“Our school system is trying to be agrarian”: educating for reskilling and food system transformation in the rural school garden

Cramer, Sarah E.; Ball, Anna; Hendrickson, Mary

doi:10.1007/s10460-019-09942-1

Cited by 21 publications

(15 citation statements)

References 41 publications

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“…The majority of interventions were undertaken in Europe: Spain [26][27][28][29][30][31], Sweden [32][33][34][35], France [36,37], England [38,39], Finland [40] and Denmark [41]. Four were undertaken in the USA [42][43][44][45][46], one in Mexico [47] and one in Australia [48]. Seventeen of the studies used quantitative methods only to evaluate their intervention to promote the sustainability of the food system [26][27][28][29]32,[34][35][36][37][38][39][40][41][43][44][45][46]49], four used qualitative methods only [33,42,47,50] and two used a mixed methods approach [30,48].…”

Section: Resultsmentioning

confidence: 99%

Interventions to Strengthen Environmental Sustainability of School Food Systems: Narrative Scoping Review

Gardner

Burton

Sinclair

et al. 2023

IJERPH

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School food systems play a role in the wider food system, but there is a scarcity of literature exploring interventions that aim to improve the environmental sustainability of school food systems. The present review aimed to understand and describe the types of interventions that have previously been explored to strengthen the sustainability of school food systems along with their impact. We applied a scoping review methodology guided by Arksey and O’Malley, which included a review of the online database Scopus and the grey literature. Information relating to intervention design, study population, evaluation method and impact were extracted. In total, 6016 records were screened for eligibility, 24 of which were eligible for inclusion. The most common types of interventions were school lunch menus designed to be more sustainable; school food waste reduction; sustainable food system education using school gardens; and dietary interventions with added environmental components. This review highlights a range of interventions which could positively influence the environmental sustainability of school food systems. Further research is needed to explore the effectiveness of such interventions.

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Section: Resultsmentioning

confidence: 99%

Interventions to Strengthen Environmental Sustainability of School Food Systems: Narrative Scoping Review

Gardner

Burton

Sinclair

et al. 2023

IJERPH

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“…At the least contentious end of the continuum, scientists acknowledge a features characterizing the emergence of CSAs in France, Austria and Japan (Lagane 2015). Other significant developments in the local food systems include sustainable agriculture organizations, community and school gardens and urban agriculture (e.g., McIvor & Hale 2015;Cramer et al 2019;Saldivar-tanaka & Krasny 2004), food banks (e.g., Vitiello et al 2015), civic seeds (e.g. Soleri 2018), community food security coalitions, community development corporations, local food marketing (e.g., Brinkley et al 2021), rural development institutes and centers, produce and consumer cooperatives, farm to school programs (e.g., Izumi et al 2010;Bisceglia et al 2021;Conner et al 2012;Allen & Guthman 2006), and food policy councils (e.g., Gupta et al 2018;Feenstra et al 2021).…”

Section: Citizen Sciencementioning

confidence: 99%

Local food systems, citizen and public science, empowered communities, and democracy: hopes deserving to live

Lacy

2022

Agric Hum Values

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Since 1984, the AHV journal has provided a key forum for a community of interdisciplinary, international researchers, educators, and policy makers to analyze and debate core issues, values and hopes facing the nation and the world, and to recommend strategies and actions for addressing them. This agenda includes the more specific challenges and opportunities confronting agriculture, food systems, science, and communities, as well as broader contextual issues and grand challenges. This paper draws extensively on 40 years of AHV journal articles and reviews and begins with a focus on a limited number of key grand challenges (climate change and global warming; threats to democracy and the growing neo-nationalism, populism, and authoritarianism; and increasing national and international inequality). With these challenges as the underlining context, the remainder of the paper addresses core journal themes of sustainable agriculture and local food systems, citizen and public science, and empowered communities. Highlighted are numerous important journal contributions to the analyses and recommendations to address these hopes and themes. I conclude that these themes and hopes not only deserve to live but are essential for changing and redirecting an unsustainable and destructive environmental, economic, political and social agenda to a viable, livable and just democratic society.

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“…Therefore, while emphasizing the importance of education, RSs should be encouraged to not avoid but rather participate moderately in agriculture. Some countries have taken measures to integrate the learning of agricultural skills into basic education to train agricultural successors [59]. This will not only help rural students develop a positive attitude towards agriculture and agricultural production methods, but also help meet the future development needs of nations [57].…”

Section: The Balance Between Study and Agricultural Activities Among Rssmentioning

confidence: 99%

How Are Rural Youths’ Agricultural Skills? Empirical Results and Implications in Southwest China

Zhu

Wang

et al. 2021

Agriculture

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Global agriculture is facing an aging workforce and successor crisis, while the degradation of rural youths’ agricultural skills, which is indeed a concrete manifestation of young agricultural labor loss, has received little attention. Based on data from 1902 questionnaires in rural Southwest China, this study draws on a qualitative and quantitative analysis of the degradation of their skills to deepen the insights into the relationship between rural youth and agriculture. We found that rural youth have much lower agricultural skills than rural middle-aged and elderly residents, and their agricultural skills vary depending on gender, age, and occupation. Rural young non-agricultural workers’ large proportion among rural youth and low skills are the main sources of the reduction in rural youths’ skills. According to ordered logistic regression analysis, rural young non-agricultural workers who are older, have less education per person in their household, and have a larger cultivated land size have higher skills. As for rural students, 65.44% of the rural students have no skills, age and family’s agricultural income are significant positive influencing factors of their agricultural skills, and female youth have higher agricultural skills. The results provide references for policymakers to formulate targeted policies to cultivate rural young agricultural successors.

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“Our school system is trying to be agrarian”: educating for reskilling and food system transformation in the rural school garden

Cited by 21 publications

References 41 publications

Interventions to Strengthen Environmental Sustainability of School Food Systems: Narrative Scoping Review

Interventions to Strengthen Environmental Sustainability of School Food Systems: Narrative Scoping Review

Local food systems, citizen and public science, empowered communities, and democracy: hopes deserving to live

How Are Rural Youths’ Agricultural Skills? Empirical Results and Implications in Southwest China

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