Presentation to the Northeast Regional Cooperative Extension Conference 2016

1. LEARNING TO
LOVE LETTUCE
Using Hydroponics to Guide Urban Youth
Toward Environmental Career Paths
Wylie Goodman • Maya Rose Kutz • Philson A.A. Warner

2. Image credits: Anthony Chaney, PAL, Philson Warner, CUCE-NYC, https://clarissabezerra.com/tag/paulo-freire/
PRESENTATION TOPICS
HYDROPONICS
EDUCATION
CRITICAL
PEDAGOGY
LESSONS
LEARNED

3. Image credit: Philson Warner, CUCE-NYC

4. Anthony Chaney
EDUCATORS
Maya Kutz Wylie Goodman

5. PHILSON SLIDE
PROGRAM DIRECTOR
Image credit: Philson Warner, CUCE-NYC

6. STUDENTS
▪ Grades 11 and 12
▪ Paid summer interns
▪ 30 hrs/wk for 6 weeks
▪ Five girls, one boy
▪ Diverse STEM interests
▪ Nearly all Spanish speakers
Image credit: Philson Warner, CUCE-NYC

7. PROGRAM
GOALS
▪ Professionalization
▪ Hands-on learning
▪ Exposure to teaching
▪ Learning about science and
science pedagogy
Image credit: Philson Warner, CUCE-NYC

8. PROGRAM PARTNERS

9. Philson A. Warner • Donald A. Rakow • Charles Mazza

10. “..Our relationship with the learners
demands that we respect them and
demands equally that we be aware of the
concrete conditions of their world, the
conditions that shape them. To try to know
the reality that our students live is a task
that the educational practice imposes on
us: Without this, we have no access ' to
the way they think, so only with great
difficulty can we perceive what and how
they know.”
- Paulo FreireImage credit: https://clarissabezerra.com/tag/paulo-freire/

11. CRITICAL
PEDAGOGY
STORIES
Image Credit:
https://rbgstreetscholar.files.wordpress.com/2014/05/pedago
gy-of-the-oppressed2.jpg

12. DIALOGUE
“Without dialogue there is no
communication, and without
communication, there can be no
true education.”
- Paulo Freire, Pedagogy of the Oppressed
Image Credit: http://www.imdb.com/title/tt1286537/

13. BANKING
“One cannot expect positive results from
an educational or political action
program which fails to respect the
particular view of the world held by the
people. Such a program constitutes
cultural invasion, good intentions
notwithstanding.”
- Paulo Freire, Pedagogy of the Oppressed
Image Credit: http://www.getrealmaine.com/page/Farmers-Markets

14. PROBLEM-POSING
“Liberating education consists in acts of
cognition, not transferals of information.”
- Paulo Freire, Pedagogy of the Oppressed
Image Credit: https://mad4science.files.wordpress.com/2015/01/evolutiondebate.gif

15. “The teacher confuses the authority of
knowledge with his or her own
professional authority.”
- Paulo Freire, Pedagogy of the Oppressed
Knowledge
Authority
Social Position
Clip Art Credit: http://www.timvandevall.com/templates/printable-venn-diagram-template/

16. PRAXIS
“The teacher is of course an artist, but
being an artist does not mean that he
or she can make the profile, can shape
the students. What the educator does
in teaching is to make it possible for
the students to become themselves.”
- Paulo Freire, Pedagogy of the Oppressed
Image Credit: http://eco-apartment.blogspot.com/2015/03/planning-window-
farm.html

17. LESSONS
FROM
CRITICAL
PEDAGOGY
Image Credit: Farm School NYC

18. Lecture Listen
Direct Delegate
Assume Ask
Debate Dialogue
Source:
Image Credit: http://degreesearch.org/blog/education-inspiration-
2/?provider_id=8778&adgroup=sciences_quote
ALTERNATIVES FOR
EDUCATORS

19. REFERENCES
We Make the Road by Walking . Myles Horton and Paulo Freire
Pedagogy of the Oppressed . Paulo Freire
“Wages of Niceness,” New Horizons in Adult Education and Human Resource Development 6
Volume 22, Number 2, Spring 2008, Ian E. Baptiste
Reality Pedagogy: Christopher Emdin at TEDxTeachersCollege
https://www.youtube.com/watch?v=2Y9tVf_8fqo
Farm School NYC: http://www.justfood.org/farmschoolnyc
Wylie Goodman . wg227@cornell.edu
Maya Rose Kutz . mrk253@cornell.edu
Philson A. A. Warner . paw14@cornell.edu

20. THANK YOU
QUESTIONS?