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Edwards, Gabrielle Brynne

University of British Columbia

Utilizing the Health Promoting Schools (HPS) framework (WHO, 1996), this qualitative case study explored participants’ experiences implementing a hydroponic shipping container farm (HSCF) food literacy education program at a middle school in British Columbia, Canada. The school was attempting to integrate the program using a whole school approach, which recognizes that formal learning, school environment, and community connections all contribute to student learning (Shallcross, 2006). The research questions aimed to identify barriers and opportunities that arose during program implementation as well as how a food literacy program is affected when commonly identified barriers to program success were absent. This research included the voices of many individuals including teachers, administrators, students, and community members. Despite substantial initial funding for program implementation and support, the presence of the HSCF at the school placed significant financial and human capital burdens on the school, which puts the long-term sustainability of the program into question. Findings highlighted considerable excitement and support for the program but also conflicting program expectations among participants. The HSCF sparked a renewed interest in sustainability within the school. Teachers and administrators within the school became vocal about the presence of the HSCF leading to media exposure within the community. Due in part to this exposure, as well as the help of a local community champion, the school was able to develop several community connections that led to learning experiences for students as well as aided the school in overcoming barriers they faced when implementing the program. Adult participants viewed teaching business skills and the future of farming as important learning goals for the farm. Less emphasis was placed on connecting students to food systems or promoting the development of an engaged citizenry. A lack of specific learning objectives related to food in the BC curriculum, as well the absence of clear learning objectives surrounding the program itself, made it difficult to effectively incorporate these topics into the program. Although there was strong support for the program, the research concluded that HSCFs as a tool for food literacy education may not be a sustainable model for schools in the long run.

Text

2023-08-31

Attribution-NonCommercial-NoDerivatives 4.0 International

http://hdl.handle.net/2429/85728

Curriculum Studies

University of British Columbia

UBCV

http://creativecommons.org/licenses/by-nc-nd/4.0/