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Creating Healthful and Healing Learning
Environments Through Ecojustice Pedagogy:
A Holistic Nutrition Course Through EHNE
Empowered
Empoweer
Holistic Nursing
Education
Ecojustice Education
 Focuses on shared responsibility
 Engages students and teachers
 Creative spaces

 EXAMPLE: Holi...


Commons: religion/culture,
Home/School: family structure,
influence of friends on their lived experiences, SFS
environm...
Revitalizing the Cultural
Commons
 Sharing origin stories of foods!
 Origins of the coconut (While

making Jamaican Coco...
Nutritional
Science
•

Landscape, clothes/mats,
fronds: brooms,/baskets/roofs,
fuel, wood for
houses/boats/instruments, bu...
Ecojustice
Understanding food labels :


What does “natural” mean?



When can it be put on a
label?



What is Natamyc...
What do we get out of
it?

 A deep appreciation for the meaning of the situation

and brings together all the elements to...
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Eco nursing sfs

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An integration of the Empowered Holistic Nursing Education theory in practice at the Sustainable Farm School - teaching nutrition from an integrative and sustainable pedagogy to 9-14 year olds.

Published in: Health & Medicine, Education
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Eco nursing sfs

  1. 1. Creating Healthful and Healing Learning Environments Through Ecojustice Pedagogy: A Holistic Nutrition Course Through EHNE
  2. 2. Empowered Empoweer Holistic Nursing Education
  3. 3. Ecojustice Education  Focuses on shared responsibility  Engages students and teachers  Creative spaces  EXAMPLE: Holistic Nutrition Course  (9-13 year olds)  Sustainable Farm School  Make food, discuss nutrition, hear origin stories, eat!
  4. 4.  Commons: religion/culture, Home/School: family structure, influence of friends on their lived experiences, SFS environment and student developed code of conduct.  Community/Culture: religion/culture, multiple- identities, hobbies, elders, interaction of students with communities (school locations, visits, teachers)  Environment: outside in woods, fields, farms, gardens, city spaces, neighborhood. Exploration of global interconnectedness and the internal environment of the body as an ecosystem interacting with the world.
  5. 5. Revitalizing the Cultural Commons  Sharing origin stories of foods!  Origins of the coconut (While making Jamaican Coconut Rice and Beans)  Philippines: God of creation, Snake God of sky, God with winged head.  Myanmar: Gon-bin “mischief maker”
  6. 6. Nutritional Science • Landscape, clothes/mats, fronds: brooms,/baskets/roofs, fuel, wood for houses/boats/instruments, bug repellant, planting material, roots for dysentery, religion/ceremony, vinegar, alcohol. • All 9 essential AA, and 17 of the 21 AA, water, electrolytes, saturated fat, fiber, vitamins, anti-viral, anti-bacterial, easily digested, low GI.
  7. 7. Ecojustice Understanding food labels :  What does “natural” mean?  When can it be put on a label?  What is Natamycin and why is it only approved for the wax coating of cheeses in Europe?  What’s wrong with the color of cheese?  What is the impact of this label on people in poverty, LLP, or less educated people?
  8. 8. What do we get out of it?  A deep appreciation for the meaning of the situation and brings together all the elements to make a meaningful whole.  The local, global, and learning communities all offer the teacher/students experiences of transformative learning and gaining a holistic appreciation of the interconnectedness of the natural world.  Ties together the health of our communities and developing a skill set toward achieving what is most healthful for communities.

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