LEADER 08235nam 2200505 450 001 9910502638503321 005 20231110231751.0 010 $a3-030-72888-9 035 $a(CKB)4100000012024542 035 $a(MiAaPQ)EBC6721770 035 $a(Au-PeEL)EBL6721770 035 $a(OCoLC)1267686661 035 $a(PPN)258054468 035 $a(EXLCZ)994100000012024542 100 $a20220613d2021 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aTeaching and learning in urban agricultural community contexts /$fIsha DeCoito [and three others] 210 1$aCham, Switzerland :$cSpringer International Publishing,$d[2021] 210 4$d©2021 215 $a1 online resource (211 pages) 225 1 $aUrban Agriculture 311 $a3-030-72887-0 327 $aIntro -- 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. 327 $a3.4 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 -- 4.3 Communities and Food Internship -- 4.3.1 Overview -- 4.3.2 Origins -- 4.3.3 Curriculum -- 4.3.4 Evaluation Design -- 4.3.5 Outcomes -- 4.3.6 Cost Analysis -- 4.3.7 Conclusion -- References -- Chapter 5: Resurfacing Environmental Identity in Coastal Peru -- 5.1 Introduction: Outdoor Education in Peru -- 5.2 Urban Agriculture Education -- 5.3 Importance of Access to Nature -- 5.4 Environmental Identity -- 5.5 Environmental Literacy -- 5.6 The Project: A Forest for Ancon -- 5.7 Background on the Location -- 5.8 Project Partners -- 5.8.1 Conciencia -- 5.8.2 Las Colonias School -- 5.8.3 Financial Partnership Through Corporate Social Responsibility -- 5.8.4 Visiting Students -- 5.9 Designing an Agriculture Learning Project: Strategies and Consideration -- 5.9.1 Human-Centered Design -- 5.9.2 Children and Trees: Fostering Environmental Literacy and Identity. 327 $a5.9.3 Example Activity -- 5.9.4 Designing for Teachers -- 5.10 Prototyping: Trial and Error -- 5.10.1 Teachers' Perspectives -- 5.11 Agriculture Education as Punishment and Therapy -- 5.12 Conclusions and Looking Ahead -- 5.12.1 Our Recommendations for Future Designs in Urban Agriculture Education -- 5.12.2 Team Diversity -- 5.12.2.1 Making the Project Financially Viable -- 5.12.2.2 Suggestions to Remove Barriers: Teachers' Perspective -- 5.13 Scaling Up Urban Agriculture Education: ANIA Case Study -- References -- Chapter 6: Permaculture in Action: Urban Farming as Continual Science Learning -- 6.1 Introduction: Permaculture Teaching as Human Adaptation -- 6.2 Permaculture Teaching as Continual Science Learning -- 6.3 Urban Permaculture Teaching -- 6.4 Context of this Setting -- 6.5 Participants -- 6.6 Integrated Principles and Program -- 6.6.1 Goals and Methods for Teaching -- 6.7 The Program Teaching Plan-Community Science -- 6.8 Data Collection and Analysis -- 6.9 Findings -- 6.10 Discussion -- References -- Chapter 7: Learning to Become "Good Food" Educators: Practices and Program Development of an Urban Agriculture Education Organization -- 7.1 Introduction to the Urban Agriculture Education Organization -- 7.2 Urban Agriculture and Garden Education -- 7.3 Theoretical Lens -- 7.4 Methods -- 7.5 Findings -- 7.6 Participating in the Community Ecosystem -- 7.7 Balancing Fertility -- 7.8 Improving Structure -- 7.9 Enhancing Biologic Activity -- 7.10 Summary -- 7.11 Implications for Practice -- 7.12 Afterword -- References -- Chapter 8: The USDA Future Scientists Urban Agriculture Program -- 8.1 Introduction -- 8.2 Design -- 8.3 Implementation -- 8.4 Educational Outcomes for Learners -- 8.5 Conclusion -- References. 327 $aChapter 9: Forging the Farm-To-School Connection: Articulating the Vision Behind Food-Based Environmental Education at The Dalton School -- 9.1 Introduction: Creating a Food-Based Curriculum -- 9.2 Putting Food at the Center of Environmental Education -- 9.3 Food-Based Focus on the Natural and Applied Sciences and STEAM Subject Areas -- 9.4 Creating Spaces for Food-Based Environmental Education -- 9.5 The Pivot Toward Food-Based Environmental Education as Anti-Racist Education -- 9.6 Conclusion: Food-Based Education as the Basis for a New Environmental Ethic -- References -- Chapter 10: Urban Beekeeping as a Tool for STEAM Education -- 10.1 Introduction -- 10.1.1 CASE 1: Observation Hive in the Classroom -- 10.1.1.1 Case Study: Mission Hill Elementary School -- 10.1.1.2 Case Study: Fenway High School -- 10.1.2 CASE 2: Langstroth Hive -- 10.1.2.1 Case Study: Northeastern University Co-op Students at The Best Bees Company -- 10.1.3 CASE 3: Citizen Science Projects (with Wild Bees) -- 10.1.4 CASE 4: Pollinator Gardens and Insect/Bee Hotels -- 10.1.4.1 Case Study: Massachusetts College of Art and Design -- 10.2 Summary -- References -- Index. 410 0$aUrban Agriculture 606 $aUrban agriculture$xSocial aspects 606 $aAgricultura urbana$2thub 608 $aLlibres electrònics$2thub 615 0$aUrban agriculture$xSocial aspects. 615 7$aAgricultura urbana 676 $a630.91732 702 $aDeCoito$b Isha 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910502638503321 996 $aTeaching and Learning in Urban Agricultural Community Contexts$92557678 997 $aUNINA