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This book delves into the complex history of the gardening movement
in schools and examines the question why gardens should be built in
schools. It offers practical guidance for teachers to begin
thinking about how to approach educational gardening. A resurgence
of interest in school gardens is linked to concerns about
children’s health, food knowledge, lack of outdoor play and
contact with the natural world. This book warns against simplistic
one-best approaches and makes a case about the complexity of
gardening in schools. It is the first critical attempt to address
the complex and conflicting notions about school gardens and to
tackle the question ‘what is the problem to which school gardens
are the answer?’ Examining the educational theory in which
gardening has been explained and advocated, the book explores the
way contemporary gardens research has been conducted with specific
questions such as ‘what works well in school gardens?’ Based on
case studies of a school establishing a garden and another one
maintaining a garden, chapters look at the way in which schools
come to frame their gardens. The authors suggest that there are
four issues to consider when setting up a school garden or
evaluating a pre-existing one – wider social context, public
policy, the whole school, and the formal and informal curriculum.
The book ends with a call for consideration of the ways in which
school gardens can be built, the myriad practices that constitute
an educational garden space and the challenges of maintaining a
school garden over the long term. It will be of interest to
teachers in primary schools, as well as a key point of reference
for scholars, academics and students researching school gardens.
This book delves into the complex history of the gardening movement
in schools and examines the question why gardens should be built in
schools. It offers practical guidance for teachers to begin
thinking about how to approach educational gardening. A resurgence
of interest in school gardens is linked to concerns about
children's health, food knowledge, lack of outdoor play and contact
with the natural world. This book warns against simplistic one-best
approaches and makes a case about the complexity of gardening in
schools. It is the first critical attempt to address the complex
and conflicting notions about school gardens and to tackle the
question 'what is the problem to which school gardens are the
answer?' Examining the educational theory in which gardening has
been explained and advocated, the book explores the way
contemporary gardens research has been conducted with specific
questions such as 'what works well in school gardens?' Based on
case studies of a school establishing a garden and another one
maintaining a garden, chapters look at the way in which schools
come to frame their gardens. The authors suggest that there are
four issues to consider when setting up a school garden or
evaluating a pre-existing one - wider social context, public
policy, the whole school, and the formal and informal curriculum.
The book ends with a call for consideration of the ways in which
school gardens can be built, the myriad practices that constitute
an educational garden space and the challenges of maintaining a
school garden over the long term. It will be of interest to
teachers in primary schools, as well as a key point of reference
for scholars, academics and students researching school gardens.
Schools and Food Education in the 21st Century examines how schools
enact food policy, and through doing so, craft diverse foodscapes
that create very different food experiences in schools. The school
food policy discourse is made up of an amalgamation of discourses
on obesity prevention, nutrition education, welfarism and
foodieness. Whilst schools endeavor to enact policy in a variety of
ways, this book shows how foodieness is taken up, and can only be
taken up differently, in different schools. The book's unique
contribution is to identify the discourse of foodieness and to show
how this discourse, whilst seemingly universal, is actually
situated in middle-class ideas and is therefore more easily taken
up by certain schools. The book argues that the classed nature of
foodieness leads to certain food knowledges becoming marginalized
or lost and this then positions some schools in tension with their
local communities, resulting in widely variant food experiences for
children. Earl demonstrates how foodieness is taken up in schools
by first exploring how the foodscape at school is shaped by policy
and media sources. The book then examines how foodieness is taken
up by schools with different SES profiles by showing how food moves
through the school day. Asking critical questions on class and
poverty that are often overlooked, this book will be of interest to
researchers, academics and students working on food issues related
to teaching, food, policy and schools in the fields of education,
sociology and food studies. It should also be of interest to
policymakers, parents and teachers.
Schools and Food Education in the 21st Century examines how schools
enact food policy, and through doing so, craft diverse foodscapes
that create very different food experiences in schools. The school
food policy discourse is made up of an amalgamation of discourses
on obesity prevention, nutrition education, welfarism and
foodieness. Whilst schools endeavor to enact policy in a variety of
ways, this book shows how foodieness is taken up, and can only be
taken up differently, in different schools. The book's unique
contribution is to identify the discourse of foodieness and to show
how this discourse, whilst seemingly universal, is actually
situated in middle-class ideas and is therefore more easily taken
up by certain schools. The book argues that the classed nature of
foodieness leads to certain food knowledges becoming marginalized
or lost and this then positions some schools in tension with their
local communities, resulting in widely variant food experiences for
children. Earl demonstrates how foodieness is taken up in schools
by first exploring how the foodscape at school is shaped by policy
and media sources. The book then examines how foodieness is taken
up by schools with different SES profiles by showing how food moves
through the school day. Asking critical questions on class and
poverty that are often overlooked, this book will be of interest to
researchers, academics and students working on food issues related
to teaching, food, policy and schools in the fields of education,
sociology and food studies. It should also be of interest to
policymakers, parents and teachers.
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