Research & reports
Peer-reviewed research and reports on community urban agriculture, food education, composting, welfare and more.
Theme
Critical findings
2012 results(41 / 81)
도시농업 참여 의도에 영향을 미치는 요인 - 가구 구성의 조절 효과 -
2020윤중환, 허철무 · 한국유기농업학회지 · South Korea
This study analyzed factors influencing urban agriculture participation intention using data from 439 respondents in South Korea. Educational experience, escapist experience, attitudes, subjective norm, and perceived behavioral control positively influenced participation, with perceived behavioral control having the strongest impact. Household composition significantly moderated the effects of educational experiences, escapist experiences, and subjective norm, but not attitudes or perceived behavioral control.
CommunityFood educationEconomicsSouth 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 educationBIODIVERSIDADE DE PLANTAS ALIMENTÍCIAS NÃO CONVENCIONAIS EM UMA HORTA COMUNITÁRIA COM FINS EDUCATIVOS
2020Michelle Medeiros Jacob · DEMETRA Alimentação Nutrição & Saúde · Brazil
A project at a federal university in Northeast Brazil studied eight unconventional food plants (PANC) in a community garden during 2018, using the Garden-Based Learning (GBL) method. Data on botanical family, names, origin, biome, uses, and nutritional indicators were collected by nutrition students. The GBL method mediated the educational process, and the studied plants showed potential for food and nutritional security due to their suitability to the Caatinga biome and nutrient variety.
CommunityFood educationBiodiversityHealthBecoming Posthuman
2020Saskia Van Viegen · · Canada
This chapter describes a collaborative action research project involving newcomer and Canadian-born multilingual elementary students in Canada. The project aimed to promote equity and inclusion for children from immigrant and refugee backgrounds, incorporating community and family knowledge to create a school garden and document the process with a short film. From a new materialist perspective, it explains how educators can assemble new materialist and relational pedagogies in and out of school to connect language and literacy teaching with transformations brought about by environmental change and human migration.
Food educationCommunityWelfareTrees 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 educationCommunityHealthIntergenerational transfer of knowledge and mindset change through school gardens among indigenous children in Meghalaya, North East India
2020Melari Shisha Nongrum · · India (Meghalaya)
The North East Slow Food and Agrobiodiversity Society (NESFAS) facilitated the development of an Indigenous Food System Curriculum to enhance students' knowledge of their environment and food system in Meghalaya, India. Following the implementation of school gardens, schools began harvesting produce. NESFAS aimed to assess students' knowledge of indigenous foods in connection with the impact of these school gardens.
Food educationCommunityHeirloom & landraceFood sovereignty & justiceThe 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 educationHealthFood Plant Solutions
2020Karalyn Hingston, Natalie Ching · · Vietnam
Vietnam faces high stunting rates and pervasive nutritional deficiencies, especially among children. In Quang Nam Province, a Vietnamese non-profit organization partnered with an Australian-based Rotarian Action Group to improve the nutritional status of children. They implemented school garden programmes in the communes of Tam Phu and Dai Hung in response to high malnutrition rates and lack of access to affordable, nutritious foods. The implementation of these school learning gardens resulted in dramatic improvements in health outcomes for the students.
Food educationHealthCommunityContemporary 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 changeBuilding Sustainable Local Food Solutions
2020Jennifer Sumner, Derya Tarhan, John Justin McMurtry · Working paper/Working paper CIRIEC ... · Canada
This paper explores how Indigenous communities in Canada address chronic food insecurity through the social and solidarity economy. Using a case study of the Northern Manitoba Food, Culture and Community Collaborative, it illustrates how local initiatives such as community gardens, greenhouses, and co-operatives contribute to achieving Sustainable Development Goals, particularly zero hunger. The paper emphasizes community ownership, control, and benefits as key aspects of these models.
CommunityFood sovereignty & justiceWelfareFood educationHorticultura ecológica e educação socioambiental: Ações do NEPEA no Colégio Estadual da Policia Militar de Goiás “Dr Tharsis Campos” – CEPMG em Catalão (Go)
2020Leonoura Katarina Santos, Cláudio José Bertazzo · · Brazil (Catalão)
This paper describes the Ecological Horticulture Program implemented by NEPEA at the Goias State Military Police College in Catalão, Brazil, aiming to promote socio-environmental education among elementary school students. The program used theoretical-practical classes and workshops to raise awareness about environmental sustainability, waste management, and organic production. Outcomes included composting processes, a school garden with 12 beds for various crops (e.g., lettuce, carrots), a nursery, and the creation of selective collection containers and awareness posters.
Food educationCommunityOrganic cycleClimate changeRelationships Between Food Security, Fruit and Vegetable Availability, and Fruit and Vegetable Intake in Elementary Children and Their Parents
2020Michaela Sossamon, Derek Miketinas · Current Developments in Nutrition · United States
This cross-sectional analysis investigated the relationships between food security, fruit and vegetable availability, and intake in 39 third-grade students and their parents from a Texas elementary school before a school-garden program. Parents and children reporting low food security showed significantly greater total fruit and vegetable intake compared to those with high food security. Home fruit availability positively correlated with fruit intake in parents but not children, and no significant associations were found between vegetable availability and vegetable intake for either group.
Food educationHealthWelfareStudying 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 educationImpact of a Gardening and Physical Activity Intervention in Title 1 Schools: The TGEG Study
2020Alexandra van den Berg, Judith L. Warren, Alex McIntosh, Deanna M. Hoelscher, Marcia G. Ory, Christine Jovanovic, Michael López, Lisa Whittlesey, A. Kirk, Caren Walton, Lisako McKyer, Nalini Ranjit · Childhood Obesity · United States (Texas)
The Texas!Grow!Eat!Go! (TGEG) study assessed the individual and combined effects of school-based gardening and physical activity (PA) interventions on children's eating and PA behaviors and obesity status in 28 low-income schools in Texas. Participants included 1326 third-grade students and parents, with data collected at the beginning and end of the school year. Children in schools receiving the gardening intervention showed significant increases in nutrition knowledge, vegetable preference, and vegetable tasted, while children in gardening or PA intervention schools significantly decreased BMI percentile.
Food educationHealthCommunitySchool 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 educationFarm-to-School Grant Funding Increases Children’s Access to Local Fruits and Vegetables in Oregon
2020Kristen Giombi, Anupama Joshi, Caroline Rains, Jean L. Wiecha · Journal of Agriculture Food Systems and Community Development · United States
To measure the reach of Oregon's farm-to-school grant program, descriptive analyses and t-tests were conducted between the 2014-2015 and 2015-2016 school years. Following the intervention, the number of nonwhite students in participating districts nearly doubled, and average local food purchases, especially fruits and vegetables, increased for low-income districts. These results suggest that the opt-in approach to the grant program facilitated greater participation from low-income districts.
Food educationWelfarePolicyCommunityGrowing Food, Sharing Culture at the Rainbow Community Garden in Winnipeg, Canada
2020Laura Lucas, Fabiana Li · Canadian Food Studies / La Revue canadienne des études sur l alimentation · Canada (Winnipeg)
The Rainbow Community Gardens in Winnipeg, Manitoba, is a community project supporting immigrant and refugee families in growing their own food. This photo essay examines the role of food and community gardens in expressing cultural identity and their possible benefits for community building, skill learning, and growing culturally appropriate foods for health and food security. These benefits gained new relevance due to the COVID-19 pandemic.
CommunityFood sovereignty & justiceHealthFood educationWelfareNeeds Analyses to Allotment Garden fr om the Perspectiv e of Food and Agriculture by Focusing on Child-rearing Generations
2020Tomoko Imoto, Nobutaka ISHITSUKA, Cheligeer, Kiyohide Morita · JOURNAL OF RURAL SOCIETY AND ECONOMICS · Japan
This study investigated allotment garden use among child-rearing generations in Japan, identifying preferences for "free space (play area)," "staff to answer questions," and "events." A questionnaire survey of first-grade parents revealed a high potential demand for allotment gardens, with preferences for lower fees, play areas, cultivation guidance, and events. However, an analysis using a cross-effect model found a disconnect between preferences for garden use and food preferences, as those who buy domestic products generally did not value events, indicating a "food-agriculture gap."
Limited or null effectFood educationCommunityElderlyPolicy