Participation in learning to grow food is empowering and implicitly pedagogical. Learning on farms and in gardens can help develop agricultural intelligences, feed people, and foster socioecological intelligences simultaneously. This research was designed during the development of Rainshadow Farm, a newly established, small-scale agroecosystem on a one-hectare parcel of rural land in the southwestern Mojave Desert of California, designed to become a community learning center using place-based farm pedagogies ("learning ecologies"). The learning ecologies were developed collaboratively using locally relevant re-skilling workshops. Place-based farm pedagogy spills over into social life: sharing the observation of a piece of land and all of its inhabitants; growing, harvesting, preparing, and eating food together; and spending time becoming acquainted with people from diverse backgrounds. Farm learning centers with socioecological concerns and agricultural projects can be located anywhere—in urban, exurban, periurban, suburban, or rural settings—to promote sustainable food systems and ecological land use. The methodologies for examining the sustainability educational program at Rainshadow Farm were mixed qualitative approaches: combined heuristic methods employing phenomenological and other emergent, iterative methodologies to observe the interplay between human reason and emotion. Exploratory and applied case study, action research, phenomenological interviews, and grounded theory methodologies were combined, in three different phases, to investigate why co-participants might chose to connect with, restore, and protect their ecoregion and all of its life.
|Commitee:||Anderson, Eugene N., Janke, Rhonda R., Veteto, James R.|
|Department:||Education / Sustainability Education|
|School Location:||United States -- Arizona|
|Source:||DAI-A 73/09(E), Dissertation Abstracts International|
|Subjects:||Agricultural education, Sustainability|
|Keywords:||Agricultural intelligence, Collaborative curriculum design, Desert agroecology, Farm pedagogy, Learning ecologies, Socioecological intelligences, Sustainability education, Sustainable food systems|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be