Community as curriculum: Dewey’s theory of inquiry in the context of an urban agriculture project

Mihye Won, Bertram C. Bruce

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

Abstract

Urban agriculture programs are recognized as an effective way to bring students’ cultural funds of knowledge into their school-based science learning, and in turn, to use the school-based learning to effect changes in the community. However, despite their potential to engage students in meaningful learning and to break the boundaries between school and community, many such programs are poorly integrated into the school-based science curriculum. In this study, we describe an urban agriculture project that was systematically integrated into high school science teaching and supported by the whole school community, later contributing to community action in the neighborhood. Employing John Dewey’s theory of inquiry as the analytical framework, we discuss the educational implications of the urban agriculture project and examine the goals of education and the value of the urban agriculture program, in terms of the growth of students and community.
Original languageEnglish
Title of host publicationTeaching and Learning in Urban Agricultural Community Contexts
EditorsIsha DeCoito, Amie Patchen, Neil Knobloch, Levon Esters
Place of PublicationCham Switzerland
PublisherSpringer
Chapter2
Pages13-29
Number of pages17
Edition1st
ISBN (Electronic)9783030728885
ISBN (Print)9783030728878
DOIs
Publication statusPublished - 2021
Externally publishedYes

Publication series

NameUrban agriculture
ISSN (Print)2197-1730
ISSN (Electronic)2197-1749

Keywords

  • Community-based education
  • Inquiry-based teaching and learning
  • Urban agriculture
  • John Dewey
  • Theory of inquiry
  • School curriculum
  • Community action

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