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

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Social Ecology Urban Agriculture (Updated Dec Presentation Transcript

  • 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?