Research & reports

Benjamin Schrager, Hiroki Ikeda, Takahashi Yukitsugu · Journal of Agriculture Food Systems and Community Development · Japan

This article explores Utsunomiya University’s Eco-programs, which combine a pesticide-free community garden with an educational series, using ethnographic data. Findings indicate tensions between the Eco-programs' agroecological goals and other institutional goals at the university. Despite these conflicts, the programs provide a space for agroecological gardening and serve as an example of an alternative agricultural initiative in Japan.

Deni Permana · ANTASENA Governance and Innovation Journal · Global

This analysis evaluated the impact of school garden programs on students' nutritional status and nutritious food intake, using surveys, interviews, and nutritional status measurements before and after program implementation. School gardens positively impacted students' nutrition knowledge and increased fresh fruit and vegetable consumption, contributing to a reduction in malnutrition prevalence with significant increases in children's weight and height. However, the program's success was constrained by budget limitations and a lack of training for educators, highlighting the need for adequate training, stable financial support, and curriculum integration.

Saerom Ahn, Gyeong Mi Gi, Sonya N. Martin · Asia-Pacific Science Education · South Korea

This study examined specific structures that both afford and limit practices of environmental learning and community building in an urban community garden in South Korea. The analysis illustrated the importance of understanding the dynamic relationship between gardening practices and supporting structures. The research identified how structures can provide and also restrict learning opportunities and community building within the community garden setting.

Imelda Cahiles, Ricardo Bullecer · ACADEME University of Bohol Graduate School and Professional Studies · Asia

A study assessing the implementation of the Gulayan sa Paaralan Program (GPP) in schools in Lila District, Bohol, Philippines, revealed that the overall program implementation was less implemented. While roles and responsibilities at the school level and the establishment and maintenance of school gardens were implemented to a moderate extent, capability building, program monitoring, sustainability mechanisms, and program evaluation were less implemented. Respondents generally perceived the program as moderately beneficial and reported that implementation-related problems were less serious.

Emily A. Holmes, Mary F. Campbell, Ryan Betz · Journal of Agriculture Food Systems and Community Development · United States

This study used the concept of food sovereignty to assess the level of local control over food production, distribution, and consumption in the Mississippi Delta. Research involved site visits, participant observation, focus groups, and surveys of communities affiliated with the Delta EATS public school garden program. Findings demonstrated low levels of food sovereignty, though high levels of agency and ingenuity in accessing desired foods were observed.

Raquel Yurie Hioki, Moacir Roberto Darolt · Archives of Veterinary Science · Brazil (Curitiba)

This study, conducted in Curitiba, Brazil, and its metropolitan area, aimed to discuss the risks and benefits of legalizing urban poultry farming. Through interviews with key informants, challenges were identified across sanitary, legislative, and commercial areas, urban chicken breeders, and bird management. The main challenges cited were sanitary and environmental risks, mistreatment, irregular slaughter, and neighborhood disturbances, which could be addressed through activity regulation, registration of farms, technical monitoring, and implementation of pilot projects.

Elly Rasmikayati, Anton Eisa Putra, Bobby Rachmat Saefudin · MIMBAR AGRIBISNIS Jurnal Pemikiran Masyarakat Ilmiah Berwawasan Agribisnis · Indonesia (Bandung City)

This study used descriptive statistics to examine urban farming-based TOGA plant cultivation activities and their obstacles in Rancabolang Village, Bandung City. The program has not run optimally, with cultivation activities not reaching the production stage for economic use, as most harvests are only for PKK group members and harvesting is not routine. Key obstacles include limited land and seed needs for cultivation, unscheduled harvesting, small production for marketing, and low member participation and irregular meetings for organization.

ELIZABETE CRISTINA RIBEIRO SILVA JARDIM · Editora Realize eBooks · Brazil

This research analyzed Brazilian school garden experiences across three document sets, identifying procedures and resources incongruent with stated counter-hegemonic objectives. The study found structural inadequacies for the school space and omissions regarding the protection and safety of farmers and students during activities. It recommends adjustments to location, spatial organization, and material resources for school gardens to ensure the health of food producers.

Sarah E. Coffey, John F. Munsell, Rico Hübner, Curtis R. Friedel · Urban Agriculture & Regional Food Systems · United States (Virginia)

A survey of 68 mayors (39% response rate) in Virginia, US, from communities under 25,000 population, investigated public food forest initiatives. Mayors identified long-term maintenance as the greatest barrier and noted that 78% of municipalities lack land use codes for food-producing trees and shrubs. While nearly 70% reported some public land food production, only one-fifth included food-producing trees. Mayors emphasized sociocultural programs and education over food access as the most compelling aspect.

Ana Poštek, Ivica Kisić, Marija Cerjak, Luka Brezinščak · Journal of Central European Agriculture · Croatia

This paper analyzes various social aspects of urban agriculture and presents examples from Croatia where social benefits are the primary purpose. Urban agriculture can have social effects such as fostering activism, gender equality, social cohesion and inclusion, education, and cultural heritage preservation. However, policymakers struggle to implement urban agriculture within city planning.

Subeen Jang · The Korea Association of Yeolin Education · South Korea (Seoul)

This study analyzed the implementation process of the School Farm Program in Seoul, South Korea, through a literature review. The analysis found that there was a risk of the policy's focus deviating from school and educational issues, as multiple policymakers pursued diverse economic and social goals using school farms. Additionally, policy effects at the target level could differ from policymaker goals depending on each school's context, and interaction among policy implementers and various interest groups like civic organizations, experts, and media was insufficient.

Jeffrey Gilbert, Christina Chauvenet, Brett C. Sheppard, Molly De Marco · Journal of Agriculture Food Systems and Community Development · Global

This study investigated leadership styles and volunteer engagement in community gardens through interviews with 13 garden managers and six focus groups with 48 volunteers. Findings revealed that managers struggled to recruit and retain volunteers capable of maintaining gardens. Garden managers exhibited either collaborative or directive leadership styles, both of which were acknowledged and appreciated by participants.

Harry Kasumba, M. Mashologu, Patrick W Bwowe · · South Africa

An investigation into the sustainability of school food gardens in Chris Hani District, South Africa, used a mixed-methods approach with a purposive sample of six schools. Findings revealed significant bottlenecks hindering sustainability, specifically inadequate funding and a lack of proper planning for school food gardening activities.

Nisa Maidah Rahmawati, Joko Winarno, Agung Wibowo · · Indonesia (Jakarta)

This study investigated community empowerment activities through urban farming in Marunda flats, North Jakarta. The flats' irrigation has deficiencies and group working is not yet fair, leading the society to choose to do agriculture activities by themselves. The research identified external factors (natural resources, environments, group dynamics, networking, human resources, policy, facilities and infrastructure) and internal factors (skill, non-formal education, and income) that obstruct empowerment activities.

Jongwoo Kim · · South Korea

This study aimed to propose activation measures for school-based urban agricultural education in South Korea, using focus group interviews with teachers and literature analysis. Teachers reported a lack of school gardens, particularly open-field plots, and difficulties in management, highlighting the need for personnel. They also noted the use of container gardens to compensate for the lack of space and the selection of crops for student harvesting experiences.

Bruce G. Ferguson, Helda Morales · · Mexico (Chiapas)

The Laboratorios para la Vida action research team in Chiapas, Mexico, trains educators to use school gardens and local food systems as venues for experiential learning. However, teachers face a host of hurdles to successful garden programs, including high teacher turnover, lack of space, and the difficulty of matching garden growth with the national curriculum calendar.

Gülşah KURU, Esra DEMİR ÖZTÜRK, Furkan Atmaca · İlköğretim Online · Global

A study using semi-structured interviews with 30 primary school teachers and 12 school managers revealed opinions on the evaluation of primary school gardens. The majority of participants believed their school gardens were inadequate, citing examples such as a lack of playgrounds, insufficient green areas, and the use of gardens as car parks.

Lexi Earl, Pat Thomson · · Global

This chapter considers the challenges faced by school gardens. School gardens often have tenuous links with subjects other than health, nutrition, geography, or science, and practical challenges exist in their establishment and maintenance. Key issues of teacher learning, management of resources, and school identity and ethos are also highlighted regarding school change. The chapter concludes with unanswered questions about the prospects for school gardening, particularly whether and how school gardens might be part of an educational solution to the questions posed by the pandemic and climate collapse.

Lexi Earl, Pat Thomson · · United Kingdom (midlands in England)

This chapter examines a school garden with farm elements at a primary school in a deprived market town in the midlands of England, established as part of an 'eco-school' initiative driven by the former head teacher. The garden included various spaces like a farm, raised beds, a pond, and a herb garden, used for science learning and natural exploration. However, the study notes that the impetus for outdoor learning diminished after the initiating head teacher departed, as school priorities shifted due to other pressures.

Kyle Richardville · Purdue e-Pubs (Purdue University System) · United States

With Purdue University's campus and much of its surrounding area classified by the USDA as a food desert, this study surveyed graduate students using a voluntary 33-question online Qualtrics survey distributed campus-wide, to identify barriers to purchasing and consuming fresh produce and to participating in local urban agriculture, and to assess how the COVID-19 pandemic affected food access and motivation for healthy eating and community garden engagement. Results show many Purdue graduate students face both individual and structural barriers to accessing fresh fruits and vegetables, with international students particularly vulnerable to structural barriers; lack of access to a personal vehicle was the primary predictor of vulnerability, especially during the pandemic. Students expressed interest in participating in local urban agriculture initiatives but most were unaware such initiatives existed. A second objective of the study tested whether leaf mold compost could improve degraded urban soils.

Sarah E. Cramer, Anna Ball · Journal of Agricultural Education · United States

This qualitative case study in the United States examined a school garden program transitioning from non-profit to public school district control, conceptualizing this as a shift from a non-formal to a formal education paradigm. The research explored tensions between constructivist, non-formal educational philosophies and standardized, formal education within school garden settings. The findings indicate challenges in integrating non-formal learning into formal public education structures, arguing for broader legitimation of garden-based learning in curriculum.

Rainer Einzenberger, Michaela Hochmuth · Digital Commons - Lingnan (Lingnan University) · China (Hong Kong)

An interview with Professor Kin-Chi Lau was conducted in March 2015 regarding the Urban Gardening Project at Lingnan University of Hong Kong. The interview portrayed the project's history, structures, and organizational characteristics, focusing on the challenges and difficulties participants faced in realizing the project.

Kathrin Specht, Felix Zoll, Henrike Schümann, Julia Bela, Julia Kachel, Marcel Robischon · Sustainability · Global

Nineteen qualitative expert interviews were conducted to identify perceptions of sustainability, social acceptability, and ethical aspects of new urban food production approaches. While major perceived benefits included educational effects and efficient resource use, significant conflicts involved negative side-effects, legal constraints, and high investment costs. Acceptance barriers were largely tied to the "unknown," encompassing a lack of understanding of new approaches, uncertainty about benefits, health risk concerns, unfamiliarity with products, and ethical doubts about animal welfare. The study concluded that adapting the unsuitable regulatory framework, which discourages investors, is a crucial first step to foster dissemination of urban food production approaches.

Mathilde Martin-Moreau, David Ménascé · OpenEdition (OpenEdition) · Global

The deployment of urban agriculture relies on initiatives from companies, startups, and non-profit organizations, alongside support from public authorities, especially local governments. Challenges include the need to raise consumer awareness of new production methods and to train urban farmers for quality supply chains. The abstract indicates that commitment from local stakeholders is crucial for scaling up urban agriculture projects.

Andréia Quinto dos Santos, Ricardo Jucá‐Chagas, Regileno da Silva Santana, Evton Farias Quinto Santos, ALISSON SANTOS DA SILVA · Brazilian Journal of Development · Global

This research evaluated the limits and possibilities of learning ecological interactions in elementary school using a school garden, involving a supervising teacher, a classroom teacher, and 30 students. While students demonstrated understanding of ecological interactions through oral communication, the study identified significant limitations including difficulties in reading and writing, a lack of volunteers, and insufficient technical and administrative support from the school.