Using Garden-Based Service-Learning to Work Toward Food Justice, Better Educate Students, and Strengthen Campus-Community Ties

In this article, we present several approaches for using garden-based service-learning to work toward food justice, better educate undergraduate students, and strengthen campus-community ties. We begin by introducing several key concepts related to food justice, community gardens as a strategy for strengthening food security and community development, and service-learning as a pedagogical tool for educating students about social justice, civic engagement, and personal responsibility for positive social change. We then discuss three of our service-learning projects in depth from an interdisciplinary perspective: the Fairmount Community Garden, the North Side Garden Survey, and the Como Community Garden. We evaluate the success of our approaches using multiple measures and identify the benefits our approaches have provided for undergraduates, community partners, communities served by the gardens, educators, and our university. We also discuss lessons we have learned, offer suggestions for best practices to follow in developing future garden-based service-learning projects, and compare and contrast our pedagogy with that of critical service-learning

Meaningful Encounters: Creating a multi-method site for interacting with nonhuman life through bioarts praxis

This research advocates a multi-method approach to bioarts praxis, reflexively and critically questioning the contemporary contexts that frame our engagement with nonhuman life. In doing so, the research aims to generate further community engagement with nonhuman life and the environment, and engender critical discourse on the implications of developing biotechnologies. Hegemonic institutions influence the way culture is produced and how information is constructed and understood. Habermas (1987) suggests that these institutions will inevitably influence the individual’s lifeworld as they shape lived experience through the process of systemic colonisation. I assert that this process also shapes how individuals engage with or understand nonhuman life. Through the implementation of three major projects the research aims to develop the capacity of bioarts in challenging such institutions by providing the opportunity for hands-on life science activities and real-time interactions with nonhuman life. The research by employing such methods aims to counter-act the impact of urbanised living and indifference to environmental conservation. Each aspect of the creative praxis provides a reflexive case study to establish the research aims and answer the research agenda. This includes my creative bioartworks, an art-science secondary educational course and a curated group exhibition, symposium and workshop. This research provides an alternative communicative approach to hegemonic institutions such as the mass media, scientific biotechnological industries and traditional gallery spaces (Shanken, 2011)

The future of management: The NASA paradigm

Prototypes of 21st century management, especially for large scale enterprises, may well be found within the aerospace industry. The space era inaugurated a number of projects of such scope and magnitude that another type of management had to be created to ensure successful achievement. The challenges will be not just in terms of technology and its management, but also human and cultural in dimension. Futurists, students of management, and those concerned with technological administration would do well to review the literature of emerging space management for its wider implications. NASA offers a paradigm, or demonstrated model, of future trends in the field of management at large. More research is needed on issues of leadership for Earth based project in space and space based programs with managers there. It is needed to realize that large scale technical enterprises, such as are undertaken in space, require a new form of management. NASA and other responsible agencies are urged to study excellence in space macromanagement, including the necessary multidisciplinary skills. Two recommended targets are the application of general living systems theory and macromanagement concepts for space stations in the 1990s

Incorporating funds of knowledge in school gardens

Master's Project (M.Ed.) University of Alaska Fairbanks, 2017Incorporating "funds of knowledge" with schoolyard gardening enriches a child's experience by interacting with their families, local community organizations, school faculty, and other children. A garden community is a social setting and the relationships established by working together cultivate a long-lasting commitment to education. Children are excited to learn, willing to participate, and take ownership of acquiring life skills that are fundamental to pass on from generation to generation. Incorporating "funds of knowledge" provides a venue for those inherited skill sets to be incorporated into the mainstream curriculum of the classroom. The small, yet emblematic, group of children that participated in this project at Leupp Public School were able to gain an appreciation for planting and growing a garden by being Youth Participant Action Researchers. Conducting home visits to some of the family homes also brought an invitation for increased participation in the school garden. The children incorporated their culture of gardening by learning from elders, community gardeners and their families

Assessing the Rock Island Community Garden Program

As part of Sustainable Working Landscapes Initiative with Augustana College’s Upper Mississippi Center, students in Urban Design and Environmental Justice (Geography 325) conducted research on Rock Island’s community garden program this fall. The City of Rock Island currently has 21 vacant-lot community gardens and plans to expand the program to 24 gardens in 2019. The purpose of this project was to develop an initial assessment of the community garden program and provide general information about the benefits of urban gardens. Students worked with Dr. Strunk to conduct a survey with current garden program participants and tested soil from 14 gardens for lead contamination. Students collected 3 soil samples from 3 different sections of most gardens (north, middle, south sections). The soil tests showed that sections of 5 different gardens (#3N, #10M, #11N, #11M, #11S, #15N, and #21)have elevated lead levels above the EPA standard of 400 parts per million. The remaining 8 gardens will be tested for soil lead contamination in early 2019. Students also created informational resources about the health benefits of gardens, conducted research about features of successful after-school gardening programs to be discussed with Rock Island-Milan school officials, and developed a proposal for a recipe book that can be used to raise awareness about the diversity of cultural practices in gardens and raise money for small-scale garden grants. Finally, students developed a proposal for a rainwater harvesting system and created designs for a sign for Rock Island Urban Farms and a future community garden site on city property

Collaborating to desegregate a black school: how can a low power stakeholder gain voice?.

This longitudinal action research examines a black school's process of desegregation. Based upon stakeholder, desegregation and collaboration theory, the school's segregated mode was analyzed through understanding its identity as it was conctituted in its stakeholders' network and assessing the incentives to collaborate among different stakeholders. As a way to gain voice, the interventions were orieted towards shifting the schoo's network boundaries and creating personalized relationships with stakeholders around an educational curriculum in wich heterogeneity itself had a function. According to the 'ethics of care' principle, stakeholders shared responsibilities for the needs of all pupils.Desegregation; Processes; Theory;