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Social Ecology   Urban Agriculture (Updated Dec
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Social Ecology Urban Agriculture (Updated Dec


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Urban Agriculture's link to Social Ecology

Urban Agriculture's link to Social Ecology

Published in: Technology, Education

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    • 1. Urban Agriculture at Paseo Boricua Dr. Pedro Albizu Campos High School
    • 2. The Community is the Curriculum
      • How do we relate to each other, our culture, and the environment?
      • How is curriculum used to engage youth in this process of relating?
      • How is curriculum tied to the social, economic, ecological, and cultural needs of the community?
      • How do schools create authentic teaching and learning opportunities that engage teachers and students in the process of community building and knowledge sharing?
    • 3. An Urban Agriculture and Social Ecology Approach
      • The answers to each of these questions is the same: through authentic, community-based teaching and learning within the context of urban agriculture and social ecology. An approach th at meets the critical needs of the community as a wh ole, by:
        • Developing a st u dent ce ntered-a p proa ch to educa ti on
        • Increa si ng opportunities for youth t o connect w ith each other and th e ir enviro n ment
        • Im proving the quality of health and nutritio n
        • Improving the qualit y of the air, water, and land
        • Creating oppo r tunities for economic growth and sustaina bilit y
        • Preserving cultural and multi- g en era tional knowledge
    • 4. Social Ecology
      • Murray Bookchin coined the term “Social Ecology” stating that:
        • Ecological problems are not separate from social problems
        • Understand ing how humans relate to each other as social being s is critical in addressin g
        • current and future ecological issues
        • The ecologi cal future of the planet is
        • clearly a social one
    • 5. Urban Agriculture
      • Urban agriculture is the practice of growing and distributing food locally, and is, by nature, a practice that connects people with each other and their environment in a way that is participatory, democratic, and just.
      • Local food p roductio n leads to increased food security and sustainable communi ty practices that benefit communities in the following w ays:
        • Increases access to fresh foods that are healthy, affordable, and culturally relevant
        • Decreases air and water pollution in urban areas
        • Leads to the beautification of urban communities
        • Decreases incidences of obesity, heart disease, and asthma
        • Leads to a more engaged community
    • 6. Benefits of an Urban Agriculture Social Ecology Curriculum
      • Benefits of the Curriculum:
        • Connects teaching and learning to community building and knowledge sharing
        • Engages the community in the education of youth, integrating the curriculum across organizations, cultures, and generations
        • Presents education in the context of environmental and social justice
        • Empowers youth as agents of change
        • Provides authentic learning experiences that make learning personally, culturally, and politically relevant
        • Leads to the self-actualization and self-reliance of youth
        • Increases social capital of the community
    • 7. Benefits of an Urban Agriculture and Social Ecology Curriculum
      • Student Outcomes:
        • Increased competence in math and science
        • Increased cultural awareness
        • Deeper understanding of the interdisciplinary nature of knowledge
        • Development of skills in critical thinking, community inquiry, and scientific exploration and discovery
    • 8. What Prompted the Urban Agriculture Focus
      • Student fascination with result of rudimentary hydroponics experiment done in ’05-’06 year
      • Student desire to expand their knowledge by comparing hydroponic cultivation with soil-based cultivation
      • Need for year-round setting in which to grow plants beyond the limited space of the science lab
    • 9. Overall Vision
      • Create integrated science and math curricu la that are foc used on so cial ecology an d urb an agri culture
      • Foment the greening and beautification of Paseo Boricua by cultivating flowers in the planters and at La Casita de Don Pedro
      • Demonstrate the feasibility of urban agriculture in P aseo Boricua by germinating fruit, vegetable and herb seedlings in the classroom, planting the see dlings in the Community Garden and p roducing sofrito
    • 10. Overall Vision (cont.)
      • Construct an eco-friendly greenhouse on the cafeteria’s roof as an extension of the science laboratory
      • Develop systems to produce sufficient produce to meet the needs of the school
      • Initiate a community education campaign to encourage the creation of rooftop and backyard gardens to grow sufficient produce to meet the needs of the community
    • 11. Overall Vision (cont.)
      • Propagation of our model to other YCCS schools
        • Once we have demonstrated the success of our initiative, we will seek to have it replicated in the other schools in the charter
        • Integrated Science and Math focused on Urban Agriculture and Social Ecology can become the defining and unifying characteristic of the charter
    • 12. Overall Vision (cont.)
      • Propagation (cont.)
        • We’ll also encourage the replication of our model in other Latino communities within and outside of Chicago
    • 13. Integrated Science Curriculum
      • The four branches of high school science (Biology, Chemistry, Physics and Earth science) will no longer be taught in isolation from each other
      • Students will meet their 3 year science requirement by taking introductory, intermediate and advanced integrated sciences
    • 14. Integrated Science Curriculum (cont.)
      • Key, relevant math concepts will also be integrated into the curriculum
      • The focus will be on social ecology and urban agriculture
    • 15. Integrated Science Curriculum (cont.)
      • PBL - The principal method of knowledge acquisition and development will be through project- and problem-based learning
        • Students will be divided into groups of four and will work collaboratively throughout a module to analyze the components of a given real world problem and develop solutions to the problem
    • 16. Integrated Mathematics A new way to teach an old subject
    • 17. Bringing it together:
    • 18. Bringing it together:
    • 19. Integrated Mathematics
      • Students will meet all Illinois Learning Standards
      • Students will meet their 3-year mathematics requirement by taking introductory, intermediate and advanced integrated mathematics courses
      • Students will explore a variety of community issues from a Social Ecology and mathematics perspective
    • 20. Community Informatics
      • Community Informatics is a participatory approach to research, inquiry, and community building that focuses on understanding how communities create and mobilize knowledge in all its forms, especially using information and communication technologies (ICTs).
    • 21. Community Informatics Corps (CIC)
      • The CIC master’s specialization was developed in 2006 collaboratively by GSLIS and the Puerto Rican Cultural Center of Chicago to:
        • Create knowledge and technology connected to people’s values, history and lived experiences
        • Develop models of engagement that are just, democratic, participatory, and open-ended
        • Integrate theory and practice in a critical manner
        • Recruit and mentor a cohort of Latina/o, African-American, and other students interested in careers that enable them to contribute to, and learn from, their communities
    • 22. UIUC Extension and Outreach
      • Opportunities for collaboration include:
        • Seed grants and technical assistance
        • Master Gardener training for PACHS students
        • Interns from the College of Agricultural, Consumer, and Environmental Science at UIUC
        • Partnership with UIUC Extension in Puerto Rico
        • Partnership with Wright College Food Science Program
    • 23. Urban Agriculture Summer Program 2007 An Experiment in Problem-Based Learning
    • 24. Problem in the Community
      • Paseo Boricua has poor access to locally grown, fresh and affordable,
      • fruits and vegetables.
    • 25. Process
      • Identified issues related to problem
      • Developed questions that would drive research
      • Researched viable solutions
      • Prepared presentations supporting proposed solutions
    • 26. Proposed Solutions
      • Rooftop gardens
      • Rooftop greenhouses
      • Construct traditional green houses
      • Convert empty lots to community gardens
      • Develop urban farm in Humboldt Park
    • 27. Lessons Learned
      • Teachers need to be very aware
      • Must be able to quickly provide resources and direction to students
      • Pre-planning and preparation is challenging, but necessary
    • 28. Academies
      • Forming a new
      • Dr. Pedro Albizu Campos High School
    • 29. Formation of Academies
      • Academy I
        • Introductory Level Coursework
        • Hydroponics and Greenhouse technology
      • Academy II
        • Intermediate Level Coursework
        • Urban Agriculture in temperate climate
      • Academy III
        • Advanced Level Coursework
        • Dual Enrollment with Wright College
        • “ Boricua En La Luna” tropical agriculture
        • experience in Puerto Rico
    • 30. Relation to other Classes
      • How can urban agriculture and social ecology be made a part of my class?
        • Looking at Mathematics from a different perspective.
      • How can I do the same?