Research & reports

Lucas Bras Barbosa, Sérgio Syddney Borges de Araújo, Evelyn Maria Alexandre da Silva Lima, Erikson Kadoshe de Morais Raimundo, Alexandre Eduardo de Araújo, Carlos Roberto Marinho Silva Filho · Cadernos de Agroecologia · Brazil (Paraíba)

This study analyzed the resocialization aspects for eight prisoners in the Public Penitentiary of Bananeiras-PB, Brazil, through labor activities in educational community gardens. Using a qualitative approach, it found that remuneration was not a primary factor for prisoners; instead, sentence remission, improved food, and occupation of time and mind were the most important aspects.

Kaitlin Hathaway · Digital Showcase Research, Scholarship, & Creative Works (University of Lynchburg) · United States (Lynchburg)

The Lynchburg College Community Garden at Beaver Point, United States, was established in 2016 by students and faculty to teach sustainable agriculture and enrich soil. In spring and summer 2017, projects included donating produce, promoting pollinators, raising chickens, and composting. The abstract also describes a designed rainwater collection and irrigation system.

Virginia L. J. Bolshakova, John Gieng, C. Sheena Sidhu, Mary Vollinger, Lorena Gimeno, Jessica Guild · Journal of Youth Development · United States (California)

The "Healthy Living Ambassador" school garden program in low-income communities integrated resources from schools, community programs, and the University of California Cooperative Extension. This program utilized culturally competent teenagers as teachers to educate elementary school youth on healthy living. The successes and challenges of the program development were discussed, revealing that public schools often lack the resources and support to establish sustainable garden-based programming.

Lucas Chan, Lily Han, Lia Monteferrante, Ryah Rondolo · cIRcle (University of British Columbia) · Canada

The UBC Agronomy Garden was the subject of a research project exploring strategies to increase community engagement. The research team conducted a literature review, in-person interviews, and an online survey to investigate ways to make the garden more attractive. Findings indicated that installing multilingual, informative, and welcoming signage is key to increasing engagement, with 63% of students preferring handmade, creative, simple, and colorful welcoming signs.

Kelly Gordon, Adrianne Lickers Xavier, Hannah Tait Neufeld · Canadian Food Studies / La Revue canadienne des études sur l alimentation · Canada

The Healthy Roots initiative in the Six Nations community in southern Ontario, Canada, aimed to promote traditional food consumption among First Nation families facing food insecurity. A small number of participants who consumed only locally available foods reported improved blood glucose control, positive weight changes, and increased traditional food knowledge. The program also fostered new relationships and partnerships, including with the community organization Our Sustenance, to further community-based initiatives like developing a Haudenosaunee Food Guide.

Lauren Boone, Lizz Ultee, Ed Waisanen, Joshua Newell, Joshua A. Thorne, Rebecca Hardin · Case Studies in the Environment · United States

This article analyzes a Michigan Sustainability Case (MSC) on urban farming in Detroit, developed by the University of Michigan School for Environment and Sustainability (SEAS). This MSC embodies principles of cocreation, integration into multiple curricula, and digital innovation for enhanced experiential learning, having been collaboratively produced, deployed, and iteratively improved in successive SEAS classrooms. It incorporated field learning in Detroit, providing strong user experiences for students, faculty, and practitioners.

Ashlee Cromer, Kelsey Hall, Tyson J. Sorensen, David Francis, Joshua Dallin · Digital Commons - USU (Utah State University) · United States (Utah)

This study aimed to describe agricultural education teachers' perceptions of urban and non-traditional agriculture curriculum and Supervised Agricultural Experiences (SAEs) in Utah. It addresses a gap in understanding teachers' preparedness to implement curriculum and career information related to emerging agricultural issues like urban agriculture. Previous research indicates a need for professional development in these areas for agricultural education teachers.

Sabine O’Hara, Dwane Jones, Harris B. Trobman · Advances in higher education and professional development book series · United States

The Landgrant College of the University of the District of Columbia operates urban food hubs as the only exclusively urban land-grant university in the United States. These hubs utilize bio-intensive hydroponic and aquaponic systems and green roofs to maximize productivity in small urban spaces, and kitchens serve as business incubators and training facilities. They also promote waste and water reuse through composting, rainwater capture, and green infrastructure, offering training, wellness, and leadership opportunities to UDC students and DC residents.

M. Beth Schlemper, Brinda Athreya, Kevin Czajkowski, Victoria C. Stewart, Sujata Shetty · Journal of Geography · United States

A project introduced students in grades 7 through 12 to spatial thinking and geospatial technologies within the context of community challenges. A mix of inquiry levels, from teacher- to student-guided, was used through a citizen mapping group activity. Qualitative methods evaluated students' knowledge, showing that their awareness of their community, spatial thinking, and geospatial technologies increased as a result of participation.

Natalia Caroline de Souza Aguiar, Marcelo Alves Ramos, Múcio Luiz Banja Fernandes · Asian Journal of Applied Sciences · Brazil

This study analyzed the views of thirteen teachers in a public school in northeastern Brazil regarding the importance and use of a medicinal garden planted in 2014. Interviews revealed a lack of interest among teachers in using the school garden, despite most recognizing its importance as a didactic resource. The findings suggest that intervention projects in schools require teachers to be prepared for their use, highlighting the need for a teacher training plan.

Cirlene Jeane Santos e Santos · · Brazil (Maceió)

This article describes didactic foundations and field activities in the Agrarian Geography discipline at the Federal University of Alagoas, Brazil, aimed at enhancing student learning. Students engaged with urban agriculture and animal husbandry in Maceió/AL, finding that direct interaction with reality facilitated meaningful learning beyond classroom content. The results indicated that students integrated various course contents to understand the relationships in these spaces.

Matthew T. Moore, Brent Clothier, Alexandra Toland · · United States

A dialogue chapter built from an October 2013 interview with Matthew Moore conducted by Alexandra R. Toland, with additional reflections from soil scientist Brent Clothier. Since the interview, the digital farm collective Moore describes has evolved into a farm-to-table hospitality business partnering with city parks, creating one- to two-acre urban farming education centers in and around Phoenix, Arizona, funded by restaurants that also deliver affordably priced meals to local communities. Across both Moore's and Clothier's contributions, the central question is one of scale: how to "scale up" food production under the pressures of climate change and urbanization while building systems of value that honor the soil's services rather than its speculative yield.

Megan M. Gregory, Scott Peters · Journal of Agriculture Food Systems and Community Development · United States

A case study within the Food Dignity community-university research partnership examined a participatory action research (PAR) project on cover crops with community gardeners in Brooklyn, New York. Engaging gardeners in cover crop monitoring strengthened their knowledge of ecological processes such as nitrogen fixation, field days supported leadership development, and sustained in-person support enabled implementation of cover cropping practices; challenges included reconciling community-defined priorities with the constraints of a dissertation project and providing sufficient one-on-one support given limited funding for community-based partners.

Duncan Hilchey · Journal of Agriculture Food Systems and Community Development · United States

This reflective essay recounts the U.S. farm-to-school movement's evolution from a mid-1990s workshop grappling with National School Lunch and Fresh Fruit and Vegetable Program protocols to the present, noting that the National Farm to School Network is now well established with federal and foundation support and that nearly half of U.S. schools purchase at least some local farm products. It traces this as a 20-year progression from the 1970s resurgence of farmers markets and 1980s community supported agriculture, extending now into farm-to-college, farm-to-prison, farm-to-hospital and farm-to-childcare programs.

Emilly Macedo Prado · · Brazil

A quantitative, cross-sectional, descriptive and observational study in a neighborhood of the municipality of Palhoça, Santa Catarina, Brazil, examined how a community garden affected participants' food choices and culinary traditions. Data came from interviews with 37 participating families and the garden association's president, analyzed with descriptive statistics (absolute and relative frequencies) at a 95% confidence interval. The community garden was found to contribute to participants' food choices and the maintenance of their culinary traditions, and this was linked to improved quality of life.

Michelle Rekowski · Digital Commons at Illinois Wesleyan University (Illinois Wesleyan University) · United States

This is a profile of Colleen Connelly, a nineteen-year-old in her third year running the Sunnyside Community Garden in West Bloomington, Illinois. She co-founded the nonprofit as part of an entrepreneurship program at Normal Community High School to provide fresh produce to the community, aims to give residents a space to learn actively about the food they grow toward economic and environmental sustainability, and frames the garden as a food forest that works with the existing landscape rather than against it.

John Diaz, Laura A. Warner, Susan T. Webb · Journal of Agricultural Education · United States

This study used a Delphi approach with a panel of 74 experts to build consensus on outcomes for developing and evaluating school garden programs. Noting that prior evidence on school garden program effects has relied on individual case studies or intervention trials, leaving considerable room for error, it identifies 38 consensus outcomes that agricultural education professionals and other stakeholders can use as a foundation for program development and evaluation.

Sheri Dorn, Lucy Bradley, Debbie Hamrick, Julie Weisenhorn, Pam Bennett, Jill Callabro, Bridget K. Behe, Ellen M. Bauske, Natalie R. Bumgarner · HortTechnology · United States

The National Initiative for Consumer Horticulture (NICH), a diverse consortium of leaders in the United States, aims to provide a unified voice promoting the benefits and value of consumer horticulture (CH) by uniting national research efforts with the goals of stakeholders across industry, the public sector and home gardeners. As of this 2018 report, NICH members had set three broad goals: recognizing CH as a driver of the agricultural economy; highlighting that CH restores, protects and conserves natural resources through research and education; and cultivating healthy, connected and engaged communities through CH. Three committees (Economic, Environmental, and Community and Health Benefits), representing about 30 members, had focused on these goals over the preceding 10 months; their chairs presented results and future directions. The Economic and Environmental committees pursued campaigns to better market CH benefits and to increase environmental benefits by changing consumer behavior. After reviewing current research, the Community and Health Benefits Committee identified a gap in research specifically on the benefits of CH and personal gardening, as distinct from benefits attributed to forests, horticultural therapy, indoor atriums, community gardens, parks and other public places, and concluded that closing this gap requires strategic collaboration among a more diverse group of industry representatives, specialists and scientists.

Susana Clasen Moritz, Micheli Mari da Costa · · Brazil

A report on the Horta Comunitária Semeando Saúde community garden established in 2012 at the Centro de Saúde Santo Antônio de Lisboa health center in Brazil, where residents and health professionals collaborated to grow and consume healthy food. The project describes increased intake of healthy foods and knowledge-sharing among participants, with no quantitative outcome data given.

Kate Cairns · Children & Society · United States

Drawing on ethnographic research with a youth urban agriculture program in Camden, New Jersey (USA), a paper explores the interdependency of food relations through young people's accounts of food insecurity. It shows how young people articulate food insecurity experiences through the lens of maternal foodwork, describing efforts to support mothers struggling to provide amid poverty. By depicting how these teens share foodwork with their mothers, the paper challenges common conceptions of generational feeding relations and reveals the inadequacy of individualizing approaches that assume an autonomous food consumer.

Patrick D. Murphy, Clemencia Rodríguez · · United States

In Philadelphia, a robust number of environmentally friendly initiatives — including collective gardens, urban agriculture, composting facilities, and pollution-cleansing strategies such as using plants to remove lead from soil — have engaged mostly older citizens, while local youth remain indifferent and rarely show interest in creating or maintaining green spaces in their neighborhoods. Drawing on participatory media models from Communication for Social Change and lessons from Environmental Communication, a chapter details the design and early stages of Urban Green Spaces and Digital Technologies, an initiative using media and digital platforms to encourage children and youth to engage with urban green spaces. Founded on the concept of "voice" — where storytelling, empowerment and political agency intersect — the initiative aims to connect urban youth in Philadelphia's low-income, primarily Black and Latino communities to local green spaces. Intended outcomes include increased youth engagement with urban green spaces and increased awareness of environmental justice issues such as sustainability, food security, climate change, and the significance of green spaces.

Pedro José Santos Carneiro Cruz, Renan Soares de Araújo · Interagir pensando a extensão · Brazil

A report on the "Integrated Health and Nutrition Promotion Practices in Primary Care" (PINAB) program, a university extension initiative guided by popular education principles, carried out in the Boa Esperança community in João Pessoa, Paraíba, Brazil. The program organized activities around two operative groups, "Horta" (garden) and "Health in the Community": the first prioritized building a community garden, and the second held meetings to discuss environmental and local health, quality-of-life and sustainability issues, integrated with cleaning, conservation and planting activities for vegetables and medicinal herbs. Participatory and dialogical methods — conversation circles, creative dynamics and posters expressing local popular culture — were used, positioning the garden as a space for learning through labor and for building solidarity, welcome, dialogue and shared knowledge.

Jefferson Pietroski Mota, Tamyres Ferri, Souza Manoella Cristina · · Brazil

A narrative account of the Horta Orgânica do CCA (HOCCA) project at the Federal University of Santa Catarina (UFSC), Brazil, from its founding to its consolidation. It describes converting neglected shared campus spaces into food-growing areas and spreading ecological-farming knowledge to the university and community through technical and thematic workshops. No quantitative outcome measures are reported.

Maria Júlia Ferreira, Hugo Baesso, José Luis González Geraldo · Cadernos de Agroecologia · Brazil

A report on the teaching and learning process during Vegetable Crop Science and Medicinal Plants classes at the Southeast IF MG (Instituto Federal), Campus Muriaé, Brazil, in which second-year students of the Integrated Technological Course in Agroecology implemented an organic, sustainable school garden in the first semester of 2016. Students applied classroom knowledge practically to the fully organic cultivation of vegetables, focusing on lettuce (Lactuca sativa) and chives (Allium schoenoprasum). An area of 1,000 m² was subdivided into twelve usable plots of 45 m² each. The techniques and procedures used are described as applicable to any garden pursuing an entirely sustainable way of life without chemical inputs, providing benefits for both the environment and human health.

Kate Gardner Burt, Hersh B. Luesse, Jennifer Rakoff, Andréa Cardoso Ventura, Marissa Burgermaster · American Journal of Public Health · United States

An online survey of 99 school gardeners from 15 U.S. states, conducted in June 2017, examined barriers of time, funding, staffing, and space to integrating and sustaining school gardens, using a 29-item survey analyzed with descriptive statistics and inductive content analysis. Barriers were ranked from greatest to least as time, staff, funding, curriculum, and space; the most frequently cited time-related challenges were insufficient time for classes to use the garden (66% of respondents) and insufficient time for staff training (62%). Respondents also reported low engagement within the school community, and while an overall lack of funding was the most common funding-related barrier, gardeners were largely unaware of how to obtain additional funding.