Scaling out agroecology from the school garden and the importance of recognizing culture, food, and place

Authors

DOI:

https://doi.org/10.5380/dma.v58i0.81460

Keywords:

inquiry-based learning, participatory action research, place-based education, science education, teacher training

Abstract

We explore potential and limitations for agroecological scaling through formal educational structures, using the LabVida school gardens program in Chiapas, Mexico as a case study. Through LabVida training, educators gained an appreciation of agroecology and were able to apply agroecological practices in their school gardens, although their understanding of agroecological principles and scientific process remained limited. The greatest program impact was on educators’ eating habits, and their perception of the value of local knowledge and its relevance to schoolwork. The case study demonstrates the potential of school gardens work for catalyzing communities of practice that contribute to agroecological scaling.

Author Biographies

Helda Morales, El Colegio de la Frontera Sur (ECOSUR)

Grupo de Agroecología, Departamento de Agricultura, Sociedad y Ambiente

Ronald Nigh, Centro de Investigaciones y Estudios Superiores de Antropología Social (CIESAS Sureste)

 

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Published

2021-11-29

How to Cite

Morales, H., Ferguson, B. G., Chung, K., & Nigh, R. (2021). Scaling out agroecology from the school garden and the importance of recognizing culture, food, and place. Desenvolvimento E Meio Ambiente, 58. https://doi.org/10.5380/dma.v58i0.81460

Issue

Vol. 58 (2021): Territorialization of agroecology

Section

Territorialization of agroecology

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DMA has been an open access journal since its creation, however, from v.1 of 2000 to v. 52 of 2019, the journal did not adopt a Creative Commons license and therefore the type of license is not indicated on the first page of the articles.