Journal
AGROECOLOGY AND SUSTAINABLE FOOD SYSTEMS
Volume 43, Issue 7-8, Pages 724-743Publisher
TAYLOR & FRANCIS INC
DOI: 10.1080/21683565.2019.1591565
Keywords
Inquiry-based learning; participatory action research; place-based education; science education; teacher training
Funding
- W. K. Kellogg Foundation [P3020700]
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We explore potential and limitations for agroecological scaling through formal education, using the LabVida school gardens program in Chiapas, Mexico as a case study. Through LabVida training, educators gained an appreciation of agroecology and learned to apply agroecological practices, although their understanding of agroecological principles and scientific process remained limited. The greatest program impact was on educators' eating habits, and their perception of the value of local knowledge and its relevance to school work. The case study demonstrates the potential of garden and food-system work to leverage institutional resources in ways that can improve educational outcomes, including agroecological literacy. Increased awareness of agroecology and the value of local knowledge may intersect with other drivers of scaling, including markets, organizational fabric, and policy.
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