Research & reports
Peer-reviewed research and reports on community urban agriculture, food education, composting, welfare and more.
Theme
Critical findings
724 results(15 / 29)
Linking school gardens, school feeding, and nutrition education in the Philippines
2020Emilita Monville‐Oro, Imelda Angeles‐Agdeppa, Irish P. Baguilat, Julian Gonsalves, Mario V. Capanzana · · Philippines
The Nutrition Center of the Philippines (NCP) collaborated with the Department of Education to develop nutrition education modules for elementary schoolchildren, integrating classroom, garden, and home activities. A survey in two towns found that pre-school children in households with home gardens ate vegetables more frequently and had higher dietary diversity scores than those without. NCP also promoted nutritional values through TV ads featuring student-written poems, which received an award in 1985.
Food educationHealthDIYThe impact of school gardens on youth social and emotional learning: a scoping review
2020Abby M. Lohr, Keegan C. Krause, D. Jean McClelland, Noah Van Gorden, Lynn B. Gerald, Vincent J. Del Casino, Ada M. Wilkinson‐Lee, Scott C. Carvajal · Journal of Adventure Education & Outdoor Learning · Global
This scoping review synthesized evidence on the impact of school gardens on youth Social and Emotional Learning (SEL), screening 1589 abstracts and 76 full-text articles to include eight studies. While qualitative studies suggested a positive influence on SEL, quantitative studies showed few statistically significant results. Therefore, current evidence from qualitative research indicates school garden programs have the potential to successfully enhance experiences that promote SEL, but more research is needed to further investigate this claim.
Limited or null effectFood educationCommunityHuerto escolar como componente auto sostenible de merienda escolar en la Seguridad Alimentaria Nutricional y su uso como herramienta pedagógica
2020Jefry Joel López Acevedo · REICE Revista Electrónica de Investigación en Ciencias Económicas · Nicaragua
A 2019 case study at the Rubén Darío educational center in Nicaragua investigated the operation of a school garden, its production, connection to food and nutritional security, and its use as a pedagogical tool in primary education. The garden facilitated food availability, access, and consumption, with harvests complementing school snacks. Furthermore, 100% of primary school teachers utilized the school garden as a pedagogical tool, allowing students to apply theory to practice.
Food educationCommunityFood sovereignty & justiceDerivation of Indicators for Value Assessment of School Gardens
2020In-Kyoung Hong, Hyung-Kwon Yun, Young-Bin Jung, Sang-Mi Lee · Journal of people, plants, and environment · Global
To derive indicators for assessing the service value of educational farming experiences using school gardens, literature review, the Delphi method, exploratory factor analysis, and the analytic hierarchy process (AHP) were employed. The study classified indicators into four criteria: educational value, health value, economic value, and ecological and environmental value, comprising 13 items and 33 sub-factors. Experts rated educational value as the most important, followed by health, ecological and environmental, and economic values.
Food educationHealthEconomicsBiodiversityThe Aspects of Nature Education and Species Diversity in the Teaching Methodology of Hungarian Biology Teachers
2020É. Nagy · Journal of Applied Technical and Educational Sciences · Hungary
A test was administered to 800 Hungarian science teachers to gather their opinions on their habits of going out into nature while teaching. This study aims to summarize the results of this test, which also extends to species diversity matters such as examining school gardens or nearby trees.
Food educationBiodiversityOutdoor taste education: Danish perspectives on potentials and challenges for taste education in school gardens and outdoor education
2020Morten Kromann Nielsen, Pernille Malberg Dyg, Karen Wistoft · Food Culture & Society · Denmark
This article explores taste education within the outdoor educational context of Danish school gardens, specifically the "Gardens for Bellies" program. It found that despite lacking an explicit pedagogy of taste, tasting is central to student involvement, encouraging reflection and autonomous taste judgments. The study suggests a critical, reflective, and systematic approach to taste education can link school garden experiences to broader educational goals.
Food educationCommunitySmall Change is Beautiful: Exploring Possibilities of Eco-san on School Garden for Transformative Pedagogy
2020Kamal Prasad Acharya, Govinda Prasad Devkota, Krishna P. Dhakal · Higher Education Studies · Nepal
This article explores the possibilities of using eco-san in school gardens in Nepalese community schools, focusing on transformative pedagogical impacts on the social learning environment. The use of urine as fertilizer through eco-san positively impacted students' meaningful engagement, social connections, and confidence development, as shown by qualitative data from students, parents, and teachers. Parents and teachers highly valued increased student engagement, opportunities for experiential learning through dialogue conferences, and the building of social skills like cooperation and argumentation.
Food educationOrganic cycleCommunityCompanion Planting in the school garden
2020Effrosini Melissourgou, Nefeli Kassari, Irene Manoukaraki, George Melissourgos, Amane Awir, Irene Vergaki, Yiannis Dramitinos, Ariadne Delilai, Laith Yazi, Nektarios Tsagliotis · Zenodo (CERN European Organization for Nuclear Research) · Global
This report shares 12 years of knowledge and practice regarding companion planting in a school garden, where seed plants are prepared in a greenhouse and transplanted to raised beds. Through testing many combinations, it was found that some combinations help companion plants flourish, leading to improved vegetable crops and quality products for the community.
Food educationCommunityBiodiversityKnowledge Management for Climate Change Adaptation to Enhance Urban Agriculture Among Selected Organisations in Zimbabwe
2020Collence Takaingenhamo Chisita, Madeleine Fombad · Journal of Information & Knowledge Management · Zimbabwe
This paper examines existing knowledge management strategies for climate change adaptation among selected environmental organizations and libraries in Zimbabwe, specifically in Harare. It notes that current strategies are not fully leveraged to achieve national development goals. The paper aims to recommend a knowledge management strategy for climate change adaptation to enhance urban farming among urban farmers in Harare, suggesting that a well-coordinated national strategy can contribute to sustainable urban farming.
Climate changePolicyFood educationAddressing Urban Mal- and Undernourishment through Sustainable Home Gardens
2020H. Tayal Neeraj · · Global
This chapter explores the potential of home gardening, as part of urban agriculture, to contribute to human health through improved nutrition. While home gardens can provide nutrient-dense foods, the potential health impact of soil contamination must be addressed, as urbanized soils tend to have elevated levels of heavy metals and other toxins.
Contamination & food safetyHealthDIYFood educationWelfarePre-Implementation Perceptions Among Teachers on the Use of Ecological Sanitation and Application of Human Urine as Fertilizer
2020Govinda Prasad Devkota, Sheri Lee Bastien, Petter D. Jenssen, Manoj K. Pandey, Bhimsen Devkota, Shyam Krishna Maharjan · International Education Studies · Nepal
This Participatory Action Research study in Nepal investigated five teachers' perceptions of using urine diversion dry toilets (UDDTs) and human urine as fertilizer in school gardens. Few teachers accepted human urine as fertilizer, considering it impure and expressing unwillingness to use it on crops. Teachers disliked UDDTs due to perceived bad odor and uncomfortable sitting positions, especially for females, and felt urine as fertilizer was unnecessary.
Limited or null effectFood educationOrganic cycleCommunityHealthSouth Eveleigh Community Rooftop Garden
2020Linda Corkery, Sara Padgett Kjaersgaard, Lisa Thomson · · Australia
This case study was undertaken in collaboration with Indigenous practice partner Jiwah. One of the core principles underpinning its development and collaboration is the concept of 'give back'. The research partners are committed to sharing the knowledge that was shared with them, with other Indigenous and non-Indigenous people.
CommunityFood educationTrees nurture nutrition
2020Stepha McMullin, Barbara Stadlmayr, Erick Ngethe, Brendah Wekesa, Ken Njogu, Agnes Gachuiri, Ben Mbaya, Agnes Katiwa, Ramni Jamnadass · · Global
This chapter discusses the role of neglected indigenous fruit trees in providing vital minerals and micronutrients to children and communities, and in addressing seasonality and hunger periods. It highlights their diversity, food composition, and contribution to dietary needs, as well as a 'portfolio approach' for addressing nutritional gaps. School gardens are presented as an entry point for integrating and promoting these trees for nutrition education and community engagement.
Food educationHealthCommunityBiodiversityA Field of learning and living: Suitability of school gardens for children
2020Gülşah 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.
Governance failureFood educationCommunityHealthThe impact of school gardens on nutrition outcomes in low-income countries
2020Pepijn Schreinemachers, Ray-Yu Yang, Dhruba Raj Bhattarai, Bal Bdr, Mamounata Sandaogo Ouedraogo · · Global
Three cluster randomized controlled trials in Bhutan, Nepal, and Burkina Faso evaluated school garden programs. The interventions significantly improved children's knowledge about food and agriculture in all three countries, and awareness and preferences for fruits and vegetables in Bhutan and Nepal. However, these improvements did not lead to an increase in the frequency or variety of fruit and vegetable consumption in any of the countries.
Limited or null effectFood educationHealthContemporary understandings of school gardens
2020Lexi Earl, Pat Thomson · · Global
This scholarship reviews current research on the history of school gardens, examining their purposes and practices through a discourse lens. It analyzes school garden movements in the US, Australia, and England, identifying a range of benefits and challenges. The study combines analyses to offer an analytic framework for case study materials.
Food educationCommunityWhy garden in schools?
2020Lexi 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.
Governance failureFood educationCommunityClimate changeStudying Nature
2020Jana Walsh · · Global
In this chapter, Jana Walsh recounts her experience implementing nature journaling in her school garden with kindergarten students over a school year. Her research examined children's and her own sense of place and belonging, sense of story, and use of authentic literacy. The account indicates that children engaged in powerful learning with the assistance of the journals and the setting, and experienced a sense of peace and calmness as they built connections with the natural world.
Food educationCommunityUrban farming a gyakorlatban
2020Karácsony Zoltán · · Global
This paper presents three examples of urban plant cultivation directions. One of these,
Food educationCommunityDIYGreen School
2020S. Serra, P. Afonso, Tereza Cristina Lopes Duarte · Open Schools Journal for Open Science · Global
In a school in Portugal, an interdisciplinary "Green School" project, encompassing Natural Sciences, Mathematics, ICT, and other subjects, was implemented based on student interest. For this project, students were involved in planning, partnership building, execution, and maintenance of a school garden to improve school green spaces. As a result, throughout the school year, changes in behavior regarding the garden and care for green spaces were observed among participating students and the wider school community.
Food educationCommunityDIYFood Provision, Social Interaction or Relaxation: Which Drivers Are Vital to Being a Member of Community Gardens in Czech Cities?
2020Lenka Dubová, Jan Macháč, Alena Vacková · Sustainability · Czechia
To understand the drivers for inhabitants of Czech cities joining community gardens, data was obtained through an online survey from 28 community gardens across Czechia. The importance of different drivers was examined using statistical analysis and logit models. The research showed that the main motivation for members is not crop production itself, but rather the spending of leisure time, social contact, and relaxation.
CommunityHealthFood educationSchool gardens (māra)
2020Nick Roskruge · · New Zealand
In New Zealand, the resurgence of Māori school gardens (māra) reflects a broader trend of intergenerational activities introducing younger generations to food cultivation. Māori mara, historically used for food production (mara kai) to support families and communities, are seen as contributing to the well-being of participants beyond just growing food. Tahuri Whenua initiated its first project, "Spud-in-a-bucket," in 2008, promoting it to all schools, especially Māori immersion schools.
Food educationCommunityHealthApoyo al programa de educación ambiental del Jardín Botánico, orientado a grupos de interés de las localidades de Suba, Engativá y Usaquén
2020Iván Dario Gómez Raigozo, Jaime Andres Chico Prada · · Colombia (Bogotá)
This abstract describes support provided to the environmental education program of the Bogotá Botanical Garden "Jose Celestino Mutis". The program targets various interest groups in the Suba, Engativá, and Usaquén localities, addressing themes such as environmental interpretation, urban agriculture, and silviculture. The aim is to foster knowledge for sustainable development and a lifestyle aligned with environmental and climatic realities.
Food educationCommunityClimate changeUrban Foraging: Where Cultural Knowledge and Local Biodiversity Meet
2020Leonie K. Fischer, Jonah L. Landor-Yamagata, Ingo Kowarik · · Global
This paper illustrates the benefits of urban foraging, the practice of collecting wild-growing edible plants in urban green spaces worldwide. It describes how ecological and cultural knowledge intertwine in this practice and elucidates approaches used in urban foraging studies globally, including an example from Berlin, Germany. The paper also highlights challenges and opportunities for urban greenspace planning and management related to foraging.
BiodiversityCommunityFood educationDifferent Ways of Knowing and a Different Ways of Being: On a Path to Reawakening Legacy of the Maya Forest
2020Cynthia Ellis Topsey, Anabel Ford, Sherman Horn · Heritage · Global
This narrative describes an education outreach project in archaeology that incorporates local collaboration, focusing on ancient Maya heritage and the Maya forest garden. The project is centered on the El Pilar Archaeological Reserve for Maya Flora and Fauna, with activities at the Cayo Welcome Center, Chak Ha Col forest garden, and Känan K’aax School Garden. It highlights that community partnerships require acknowledging tangible heritage, formal information outlets, education links, and cultural traditions.
Food educationCommunityBiodiversity