<p dir="ltr">At present, formal and non-formal agricultural spaces, including agricultural education, do not provide opportunities for individuals from historically and contemporarily marginalized communities to develop a strong sense of belonging. An increase in sense of belonging may increase retention for all individuals interacting with agricultural programs and more effectively disseminate tools and resources to a wider audience, which can help solve agricultural issues such as the hunger crisis. The Garden Sun Institute (GSI) is a non-formal agricultural education program that is changing this narrative, with many staff and students of marginalized populations expressing a deep sense of belonging not only with others at GSI but also feeling a sense of belonging in the field of agriculture. The purpose of this case study was to explore whether there is a sense of belonging at this location and to determine what factors may contribute to it. The questions guiding this study are: 1) How do youth describe a sense of belonging at GSI? 2) How does GSI engage with youth, family, and staff? and 3) How do those engaging with GSI describe a sense of belonging within agriculture broadly? Results from this study showed that utilizing elements of the Critical Pedagogy of Agriculture along with practices such as trauma-informed pedagogy, student-led and student-centered learning, and gentle parenting have led to this program developing a culture of belonging. Future research recommendations include determining accountability strategies and investigating the impacts of the incorporation of strategies into formal education programs.</p>
Identifer | oai:union.ndltd.org:purdue.edu/oai:figshare.com:article/26357377 |
Date | 24 July 2024 |
Creators | Ken Fuelling (19199932) |
Source Sets | Purdue University |
Detected Language | English |
Type | Text, Thesis |
Rights | CC BY 4.0 |
Relation | https://figshare.com/articles/thesis/_b_PLANTING_SEEDS_OF_BELONGING_A_CASE_STUDY_b_/26357377 |
Page generated in 0.0017 seconds