Social Ecology Urban Agriculture (Updated Dec


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Urban Agriculture's link to Social Ecology

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  • Social Ecology Urban Agriculture (Updated Dec

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