Sociocultural tensions and wicked problems in sustainable agriculture education

Murakami, Christopher D.; Hendrickson, Mary; Siegel, Marcelle A.

doi:10.1007/s10460-016-9752-x

Cited by 21 publications

(12 citation statements)

References 29 publications

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“…Reform‐based teaching in science education calls on instructors to engage students in exploring scientific phenomena using scientific practices to make the activities more authentic (AAAS, ). These key science practices, such as problem‐solving and constructing evidence‐based explanations and models, are important for changing the way students view and think about science (Braaten & Windschitl, ; Gauthier, ; Murakami, Hendrickson, & Siegel, ; Schwarz et al, ). Reform‐based instruction is also characterized by learning communities and involves discussion and review, similar to professional scientific communities (Windschitl, Thompson, Braaten, & Stroupe, ).…”

Section: Reform‐based Teaching and Thinkingmentioning

confidence: 99%

Fostering agency to overcome barriers in college science teaching: Going against the grain to enact reform‐based ideas

et al. 2019

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Student-centered and inquiry-based teaching improve science, technology, engineering, and mathematics (STEM) learning at all levels. However, reform efforts have been met with limited success due to complex interactions between structural relics of our education systems and the pre-existing beliefs of STEM instructors. Using the Teacher-Centered Systemic Reform model and the construct of agency, we investigated these interactions through three case studies of new undergraduate science instructors after they completed a graduate introductory course: college science teaching. Data included interviews, in-class observations, surveys, and classroom artifacts. Forming a case narrative, data revealed instructors' beliefs, practices, and the barriers that had to be circumnavigated, overcome, or accommodated by instructors. Results demonstrated how different forms of agency mediated the barriers and outcomes that emerged between the personal and contextual factors associated with college science teaching. This study provides insight for supporting new college instructors, fills a gap in the literature, and enhances theoretical understanding of the importance of agency in systemic reform. K E Y W O R D S agency, barriers, college teaching, faculty development Science Education. 2019;103:770-798. wileyonlinelibrary.com/journal/sce 770 |

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Section: Reform‐based Teaching and Thinkingmentioning

confidence: 99%

Fostering agency to overcome barriers in college science teaching: Going against the grain to enact reform‐based ideas

et al. 2019

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“…Some food systems scholar-educators have increasingly connected sustainability education frameworks with valuesoriented pedagogies, which are centered on justice (Galt et al, 2013;Valley et al, 2020). These developments reflect the growing need for a diverse, global agricultural workforce capable of inclusively addressing increasingly complex "wicked problems" in food systems (Parr and Trexler, 2011;Murakami et al, 2017). Murakami et al (2017) address the role that educators play in bridging pedagogical experiences with these problems to both increase students' awareness and understanding of the impacts of wicked problems on daily life, and to proactively steer their vocational pathways toward roles that address and abate these grand challenges.…”

Section: Literature Reviewmentioning

confidence: 99%

“…These developments reflect the growing need for a diverse, global agricultural workforce capable of inclusively addressing increasingly complex "wicked problems" in food systems (Parr and Trexler, 2011;Murakami et al, 2017). Murakami et al (2017) address the role that educators play in bridging pedagogical experiences with these problems to both increase students' awareness and understanding of the impacts of wicked problems on daily life, and to proactively steer their vocational pathways toward roles that address and abate these grand challenges. They deem that instructors should engage their students in systems-thinking, with broader communities that hold certain value and knowledge systems, and social privileges (Murakami et al, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

“…to make them more inclusive, discriminating, open, emotionally capable of change, and reflective so that they may generate beliefs and opinions that will prove more true or justified to guide action." In such a way, SFSE moves beyond the cognitive dimension of learning and development to engage with the affective dimension that assists identity development (Lieblein et al, 2007;Jordan et al, 2014;Murakami et al, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

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An Undergraduate Agroecology Research Fellows Program Engages Co-learning Through Participatory Action Research

Nordstrom

Horner

Méndez

et al. 2022

Front. Sustain. Food Syst.

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This paper addresses the role of an Undergraduate Agroecology Research Fellows Program (UARFP) toward a more critical and equity-oriented agroecology pedagogy. As a model rooted in action, Undergraduate Agroecology Research Fellows (UARF) become members of the Agroecology and Livelihoods Collaborative (ALC) Community of Practice (CoP), at the University of Vermont; a transdisciplinary research and education group that engages in community-based participatory action research (PAR). Through this model, UARFs support undergraduate student engagement in an advanced agroecology course, through which a PAR process centered on soil health takes place with regional farms. This triangulated learning format involves in-class and on-farm lab work, alongside the embedded UARF enrichment program, through which agroecological principles are examined via inter- and transdisciplinary educational lenses. Within this context, the objectives of the pedagogical research presented in this paper were: 1) To analyze the ALC-UARFP perceptions of transdisciplinary co-learning through PAR, and 2) extract key lessons learned for critical pedagogy, through this model in action. Our methodological results illustrate the strength of participatory inquiry to capture stakeholder perspectives, iteratively informing the program's direction, and providing key lessons learned. Parallel to this evaluative strength, the qualitative results suggest that authentic undergraduate engagement in PAR offers great potential for the development of increasingly transformative educational programs. Further, our UARFP model, grounded in reciprocal and transdisciplinary co-learning within an agroecological community of practice, pushes the praxis needle toward a more comprehensive and critical agroecology pedagogy.

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“…Meanwhile, biomass energy is a complex issue, replete with challenges from both agricultural productivity and environmental preservation. To sustain the world's food, energy, water, soil, and biodiversity, education is the most important avenue for future efforts [36,37]. Jennings and Lund [38] concluded education is essential for the development of renewable energy.…”

Section: Education For Biomass Energymentioning

confidence: 99%

Teaching and Learning about Biomass Energy: The Significance of Biomass Education in Schools

Han

Martin

2018

Sustainability

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Biomass energy can mitigate climate change, revitalize rural economies, and achieve energy independence. Using biomass energy as subject matter content, American agricultural education programs at the secondary school level can prepare future agricultural professionals with science, technology, engineering, and mathematics skills to solve complex issues. Through a state-wide survey (N = 100) in the U.S., this study found agriculture teachers' interest in biomass energy is motivated by economic, environmental, pedagogical, and learning factors. Nine relevant topics were determined as high training needs perceived by teachers. Teacher educators are recommended to incorporate the four factors and nine topics in planning, delivering, and evaluating in-service training programs of biomass energy for agriculture teachers.

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Sociocultural tensions and wicked problems in sustainable agriculture education

Cited by 21 publications

References 29 publications

Fostering agency to overcome barriers in college science teaching: Going against the grain to enact reform‐based ideas

Fostering agency to overcome barriers in college science teaching: Going against the grain to enact reform‐based ideas

An Undergraduate Agroecology Research Fellows Program Engages Co-learning Through Participatory Action Research

Teaching and Learning about Biomass Energy: The Significance of Biomass Education in Schools

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