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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
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