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No / In this paper, we argue that two key trends – an unfolding ecological crisis and a reduction in the amount of (cheap) energy available to society – bring into question both the relevance and the resilience of existing educational systems, requiring us to rethink both the content and the form of education in general, and peace education in particular. Against this background, we consider the role education might play in enabling citizens and societies to adapt peacefully to conditions of energy descent and a less benign ecological system, taking seriously the possibility that there will be fewer resources available for education. Drawing on Wes Jackson’s and Wendell Berry’s concept of an education in ‘homecoming’, and on E.F. Schumacher’s concept of ‘appropriate technology’, we suggest a possible vision of peace education. We propose that such education might be focused around ‘appropriate knowledge’, commitment to place, and an understanding of the needs and characteristics of each local context. We then consider an example of what this might mean in practice, particularly under conditions of increasing resource scarcity: Permaculture education in El Salvador, we suggest, illustrates the characteristics and relevance of an education that aims to foster ‘appropriate knowledge’ within a particular and very challenging context. The paper concludes by considering the wider implications of our argument.

No / In this paper, we argue that two key trends – an unfolding ecological crisis and a reduction in the amount of (cheap) energy available to society – bring into question both the relevance and the resilience of existing educational systems, requiring us to rethink both the content and the form of education in general, and peace education in particular. Against this background, we consider the role education might play in enabling citizens and societies to adapt peacefully to conditions of energy descent and a less benign ecological system, taking seriously the possibility that there will be fewer resources available for education. Drawing on Wes Jackson’s and Wendell Berry’s concept of an education in ‘homecoming’, and on E.F. Schumacher’s concept of ‘appropriate technology’, we suggest a possible vision of peace education. We propose that such education might be focused around ‘appropriate knowledge’, commitment to place, and an understanding of the needs and characteristics of each local context. We then consider an example of what this might mean in practice, particularly under conditions of increasing resource scarcity: Permaculture education in El Salvador, we suggest, illustrates the characteristics and relevance of an education that aims to foster ‘appropriate knowledge’ within a particular and very challenging context. The paper concludes by considering the wider implications of our argument.

An increasing number of people in the United States are finding it difficult to access a safe, personally acceptable, nutritious diet. Urban agriculture is seen as an important avenue for increasing their food security. For better or worse, urban agriculture is subject to the urban setting, agriculture must complete with other socially and economically viable land uses. Establishing and maintaining a robust system of urban agriculture will require a constant seeking out of urban open spaces that, at least for a time, are available for food production. This study focuses on golf courses as one such type of open space. Due to market saturation, a fairly significant number of golf courses are presently experiencing financial difficulty. Tone potential an emerging land use type catagor that is experiencing is increasing. Developing a robust and reliable system of urban agriculture is one strategy for improving food security. In the urban setting, agriculture must complete with other socially and economically viable land uses. Consequently, much of the research completed to date focuses on using abandoned lots as food growing sites. Fewer studies seek to identify the broad range of urban open spaces that might eventually contribute to a system of urban agriculture that is economically and socially viable. This thesis focuses on a newly emerging class of abandoned urban lands – golf courses. Countryside Golf Course located in Roanoke, Virginia is the case study site that is deeply investigate for its potentional of contributing to food security. / Master of Landscape Architecture

Food embodies our most intimate relationship with nature. We ingest it to survive. Without it, perish. Through time humans have physically distanced the places of food cultivation from human inhabitation. In recent decades green planning initiatives embraced urban agriculture as a critical element of sustainable communities. However, current approaches to bring food cultivation into cities require labor, capital, and physical resources that are often unavailable in sufficient quantity, quality, or duration for provisioning sites to be considered sustainable. Within each pillar of sustainability - economy, ecology, and equity - barriers exist. Rooted in indigenous land stewardship and food provisioning practices, permaculture (permanent agriculture) offers strategies and tactics to overcome those barriers. Despite mounting evidence that permaculture will result in more sustainable food systems, adoption is limited. Social aesthetics is the term employed by cultural theorists to describe how institutions, social groups, and collective projects codify their values and beliefs. The diffusion of innovation theory suggests that ideas and information from a highly specialized world require translation into a language the rest of society understands to reach widespread adoption. This thesis translates permaculture to contribute to a sustainable social aesthetic for food provisioning and change American food culture. The translation occurs on iconic public land - 'America's front yard'. In 1901 the National Mall was envisaged to serve as a stage on which democratic values are expressed and became the prototype for America's City Beautiful movement. Today, its carpet of lawn framed by American Elm trees epitomizes the economic, ecological, and equity challenges of monoculture landscapes. This project aims to express democratic values through polyculture. It invites every citizen to participate in acts of justice rather than submit to illusions of order and control. From site selection through design, spatial and temporal scale is critical. This thesis explores food's past to understand our present and imagine our future. The design creates an immersive food experience that equips visitors with the knowledge and resources to apply permaculture at the homestead, neighborhood, city, and regional scales. The remade front yard becomes the symbol of a country where places of food cultivation and human inhabitation are one and the same. / Master of Landscape Architecture / Food embodies our most intimate relationship with nature. We ingest it to survive. Without it, perish. Through time humans have slowly increased the distance between where we grow our food (the country) and where we live (the city). In the process, we have built a system where millions of people either suffer from diet-related illnesses or experience hunger on a regular basis. We have damaged our soils and introduced chemicals that have contaminated our waters and polluted our air. We have built a system that both contributes to and is threatened by climate change. Our relationship with nature has become toxic. For decades there have been movements to change, transform, or replace the food system. In cities across the country, these movements appear as organic food in grocery stores, community gardens, urban farms, farmers' markets, farm-to-table restaurants, and more recently, food forests. The problem is each requires labor, capital, and physical resources that are often unavailable in sufficient quantity, quality, or duration for them to be sustainable, let alone scalable. What if there is another way to grow food - a way that heals the soil, decontaminates water, supports biodiversity, and provides enough for everyone? Rooted in indigenous land stewardship and food provisioning practices, permaculture (permanent agriculture) offers strategies and tactics to reverse the negative impacts of the existing food system. Despite mounting evidence that permaculture will result in more sustainable food systems, adoption is limited. For it to become mainstream, someone has to translate it into a language society understands. I try to do that through this thesis. My translation occurs on iconic public land - 'America's front yard'. In 1901 the National Mall was imagined to serve as a stage on which democratic values are expressed and became the prototype for America's City Beautiful movement. Today, its carpet of lawn framed by American Elm trees epitomizes the economic, ecological, and equity challenges of monoculture landscapes. This project aims to express democratic values through polyculture. This thesis explores food's past to understand our present and imagine our future. The design creates an immersive food experience that equips visitors with the knowledge and resources to apply permaculture at the homestead, neighborhood, city, and regional scales. The remade front yard becomes the symbol of a country where places of food cultivation and human inhabitation are one and the same.

published_or_final_version / Architecture / Master / Master of Architecture

This research project is based upon the assumption that humanity is passing through a period of great transition, or “Great Turning,” in which we have a critical opportunity to pass from a destructive “industrial growth society” to a “life-sustaining society” (Macy and Brown, 1998). I argue that the current scale of social, political, environmental, economic, psychological, and spiritual challenges reflects an underlying “disconnect disorder” (Arabena, 2006), and that these combined external and internal crises present an opportunity for widespread transformative learning and a collective shift. My core hypothesis is that this transition depends on humanity’s ability to engage in a dual process of individual and collective transformation through remembering our connections with ourselves, with one another, with the natural world, and with a sense of purposeful engagement in the world. I investigate this hypothesis through an in-depth, relational study of the Ecology of Leadership program (EOL) at the Regenerative Design Institute (RDI) in Bolinas, California, an organization that aims to “serve as catalyst for a revolution in the way humans relate to the natural world.” The Ecology of Leadership represents a unique model of transformative adult education that incorporates the principles of “inner permaculture” and regenerative design to support participants in cultivating personal and collective transformation. I introduce a “relational” theory and methodological approach, which centralizes Indigenous and ecological principles of relationship, respect, reciprocity, and regeneration. Using interviews (p=20), surveys (p=409), arts-based data (p=12), sharing circles (p=8), and participatory research, I integrate personal and participant narratives together with images, graphics, poems, and practices to bring this case study of the Ecology of Leadership to life. I also advocate for a new model of “regenerative research,” in which the research itself is life-giving and contributes to the healing, transformation, and regeneration of the researcher, the community of research, and the whole system. Based upon my interactions, observations, and interviews in the EOL program and my reflections and supportive research, I conclude by articulating the “Ecology of Transformation,” a holistic model for transformation that incorporates inner and outer change with practices for reconnection to oneself, the natural world, and the village.

This study uses the concepts of everyday politics and cultural resistance to explore how young people are experimenting with ‘free spaces’ in which to develop alternative ideas and practices within the food justice movement. Through a case study of the Spring Ridge Commons – a youth-generated free space – this research describes how youth are redefining relationships to place and to people by practicing alternative foodways like urban foraging; creating decommodified food sources; sharing skills and knowledge through peer-to-peer networks; building community through relationships of mutual support; and experimenting with non-hierarchical governance. Such practices have potential implications for child and youth care such as: reconnecting youth and adults through shared practice and meaningful work in “real life” politics and community building, reconceptualizing 'youth' and 'adult' such that both have greater access to acts of cultural production, and creating experiences of democracy in everyday life. / Graduate

The Schools and Colleges Permaculture (SCOPE) Programme in Zimbabwe has developed a process for use by schools in planning for the sustainable management of their land. The process is called Integrated Land-Use Design (ILUD) and is based on Permaculture principles. The ILUD process has so far been implemented in 54 pilot schools where it has been used to facilitate the re-design of the school grounds through the active participation of the students, staff and parents. The aim of this research was to investigate what environmental learning takes place during the implementation of the ILUD process and related activities, with a view to informing the improvement of the process. The research was conducted within the interpretive paradigm with particular use being made of the Symbolic Interactionist theoretical framework to explore the social situations in which the ILUD process has been applied. A purposive sample of two schools and five form 4 (grade 11) pupils from each school was selected for the study. The main data collection method was the structured interview. Other data were collected from nonparticipant observations and the analysis of documents, particularly photographs. The data was analysed using the constant comparative method. The findings point towards a significant contribution from the Permaculture activities to the environmental knowledge, environmental management skills and the positive environmental attitudes of the pupils. The work done at the two schools indicates the usefulness of the ILUD process as a tool for environmental action in the schools but its application in the communities was found to be limited by constraints such as lack of resources and the limited capacity of teachers to work in the field of adult education and training. It is recommended that Permaculture should be integrated into the secondary school curriculum if the momentum of the progress made so far is to be maintained. The SCOPE Programme itself needs to be strengthened for its work with communities. There is, for example, a need for adult education and training methods if the introduction of ILUD to the communities is to be successful.