Social Ecology Urban Agriculture (Updated Dec

Urban Agriculture at Paseo Boricua

Dr. Pedro Albizu Campos

High School

The Community is theThe Community is the CurriculumCurriculum

• How do we relate to each other, our culture, and the environment?

• How is curriculum used to engage youth in this process of relating?

• How is curriculum tied to the social, economic, ecological, and cultural needs of the community?

• How do schools create authentic teaching and learning opportunities that engage teachers and students in the process of community building and knowledge sharing?

An Urban Agriculture and Social Ecology Approach

The answers to each of these questions is the same: through authentic, community-based teaching and learning within the context of urban agriculture and social ecology. An approach that meets the critical needs of the community as a whole, by:

• Developing a student centered-approach to education• Increasing opportunities for youth to connect with each

other and their environment• Improving the quality of health and nutrition• Improving the quality of the air, water, and land• Creating opportunities for economic growth and

sustainability• Preserving cultural and multi-generational knowledge

Social EcologyMurray Bookchin coined the term “Social Ecology” stating that:

• Ecological problems are not separate from social problems

• Understanding how humans relate to each other as social beings is critical in addressing current and future ecological issues

• The ecological future of the planet is clearly a social one

Urban AgricultureUrban agriculture is the practice of growing and distributing food locally, and is, by nature, a practice that connects people with each other and their environment in a way that is participatory, democratic, and just.

Local food production leads to increased food security and sustainable community practices that benefit communities in the following ways:

•Increases access to fresh foods that are healthy, affordable, and culturally relevant•Decreases air and water pollution in urban areas•Leads to the beautification of urban communities•Decreases incidences of obesity, heart disease, and asthma•Leads to a more engaged community

Benefits of an Urban Benefits of an Urban AgricultureAgriculture

Social Ecology CurriculumSocial Ecology CurriculumBenefits of the Curriculum:Benefits of the Curriculum:

• Connects teaching and learning to community Connects teaching and learning to community building and knowledge sharingbuilding and knowledge sharing

• Engages the community in the education of Engages the community in the education of youth, integrating the curriculum across youth, integrating the curriculum across organizations, cultures, and generationsorganizations, cultures, and generations

• Presents education in the context of Presents education in the context of environmental and social justiceenvironmental and social justice

• Empowers youth as agents of changeEmpowers youth as agents of change• Provides authentic learning experiences that Provides authentic learning experiences that

make learning personally, culturally, and make learning personally, culturally, and politically relevantpolitically relevant

• Leads to the self-actualization and self-reliance Leads to the self-actualization and self-reliance of youthof youth

• Increases social capital of the communityIncreases social capital of the community

Benefits of anBenefits of anUrban Agriculture and Urban Agriculture and

Social Ecology CurriculumSocial Ecology CurriculumStudent Outcomes:Student Outcomes:

• Increased competence in math and scienceIncreased competence in math and science• Increased cultural awarenessIncreased cultural awareness• Deeper understanding of the interdisciplinary nature of Deeper understanding of the interdisciplinary nature of

knowledgeknowledge• Development of skills in critical thinking, community inquiry, Development of skills in critical thinking, community inquiry,

and scientific exploration and discoveryand scientific exploration and discovery

What Prompted the Urban What Prompted the Urban Agriculture FocusAgriculture Focus

• Student fascination with result of rudimentary hydroponics experiment done in ’05-’06 year

• Student desire to expand their knowledge by comparing hydroponic cultivation with soil-based cultivation

• Need for year-round setting in which to grow plants beyond the limited space of the science lab

Overall Vision

• Create integrated science and math curricula that are focused on social ecology and urban agriculture

• Foment the greening and beautification of Paseo Boricua by cultivating flowers in the planters and at La Casita de Don Pedro

• Demonstrate the feasibility of urban agriculture in Paseo Boricua by germinating fruit, vegetable and herb seedlings in the classroom, planting the seedlings in the Community Garden and producing sofrito

Overall Vision (cont.)

• Construct an eco-friendly greenhouse on the cafeteria’s roof as an extension of the science laboratory

• Develop systems to produce sufficient produce to meet the needs of the school

• Initiate a community education campaign to encourage the creation of rooftop and backyard gardens to grow sufficient produce to meet the needs of the community

Overall Vision (cont.)

• Propagation of our model to other YCCS schools– Once we have demonstrated the success of our

initiative, we will seek to have it replicated in the other schools in the charter

– Integrated Science and Math focused on Urban Agriculture and Social Ecology can become the defining and unifying characteristic of the charter

Overall Vision (cont.)

• Propagation (cont.)

–We’ll also encourage the replication of our model in other Latino communities within and outside of Chicago

Integrated ScienceCurriculum• The four branches of high

school science (Biology, Chemistry, Physics and Earth science) will no longer be taught in isolation from each other

• Students will meet their 3 year science requirement by taking introductory, intermediate and advanced integrated sciences

Integrated ScienceIntegrated ScienceCurriculum Curriculum (cont.)(cont.)

Key, relevant math concepts will also Key, relevant math concepts will also be integrated into the curriculumbe integrated into the curriculum

The focus will be on social ecology The focus will be on social ecology and urban agricultureand urban agriculture

Integrated ScienceIntegrated ScienceCurriculum Curriculum (cont.)(cont.)

PBL - PBL - The principal method of knowledge The principal method of knowledge acquisition and development will be through acquisition and development will be through project- and problem-based learningproject- and problem-based learning

Students will be divided into groups of four and Students will be divided into groups of four and will work collaboratively throughout a module will work collaboratively throughout a module to analyze the components of a given real world to analyze the components of a given real world problem and develop solutions to the problemproblem and develop solutions to the problem

Integrated Integrated MathematicsMathematics

A A newnew way to teach an old way to teach an old subjectsubject

Bringing it together:Bringing it together:

Pre-Algebra

Algebra

Geometry

Trigonometry

Calculus

Statistics

Economics

Traditional Approach to Mathematics

Bringing it together:Bringing it together:

Pre-Algebra

Algebra

Geometry

Statistics

Trigonometry

Economics

Calculus

DiscreteIntegrated

Mathematics

Integrated MathematicsIntegrated Mathematics

• Students will meet all Illinois Learning Students will meet all Illinois Learning StandardsStandards

• Students will meet their 3-year Students will meet their 3-year mathematics requirement by taking mathematics requirement by taking introductory, intermediate and advanced introductory, intermediate and advanced integrated mathematics coursesintegrated mathematics courses

• Students will explore a variety of Students will explore a variety of community issues from a Social Ecology community issues from a Social Ecology and mathematics perspectiveand mathematics perspective

Community Informatics

Community Informatics is a participatory approach to research, inquiry, and community building that focuses on understanding how communities create and mobilize knowledge in all its forms, especially using information and communication technologies (ICTs).

Community Informatics Corps (CIC)Community Informatics Corps (CIC)

The CIC master’s specialization was developed in 2006 The CIC master’s specialization was developed in 2006 collaboratively by GSLIS and the Puerto Rican Cultural collaboratively by GSLIS and the Puerto Rican Cultural Center of Chicago to:Center of Chicago to:• Create knowledge and technology connected to people’s values, Create knowledge and technology connected to people’s values,

history and lived experienceshistory and lived experiences• Develop models of engagement that are just, democratic, Develop models of engagement that are just, democratic,

participatory, and open-endedparticipatory, and open-ended• Integrate theory and practice in a critical mannerIntegrate theory and practice in a critical manner• Recruit and mentor a cohort of Latina/o, African-American, and Recruit and mentor a cohort of Latina/o, African-American, and

other students interested in careers that enable them to other students interested in careers that enable them to contribute to, and learn from, their communitiescontribute to, and learn from, their communities

UIUC Extension and OutreachUIUC Extension and Outreach

Opportunities for collaboration include:Opportunities for collaboration include:• Seed grants and technical assistanceSeed grants and technical assistance• Master Gardener training for PACHS studentsMaster Gardener training for PACHS students• Interns from the College of Agricultural, Consumer, and Interns from the College of Agricultural, Consumer, and

Environmental Science at UIUCEnvironmental Science at UIUC• Partnership with UIUC Extension in Puerto RicoPartnership with UIUC Extension in Puerto Rico• Partnership with Wright College Food Science ProgramPartnership with Wright College Food Science Program

Urban Agriculture Summer Program 2007

An Experiment in Problem-Based Learning

Problem in the Community

Paseo Boricua has poor access to locally grown, fresh and affordable,

fruits and vegetables.

Process

Identified issues related to problem Developed questions that would drive

research Researched viable solutions Prepared presentations supporting

proposed solutions

Proposed Solutions

Rooftop gardens Rooftop greenhouses Construct traditional green houses Convert empty lots to community

gardens Develop urban farm in Humboldt Park

Lessons Learned

Teachers need to be very aware Must be able to quickly provide

resources and direction to students Pre-planning and preparation is

challenging, but necessary

AcademiesAcademies

Forming a Forming a newnew

Dr. Pedro Albizu Campos High SchoolDr. Pedro Albizu Campos High School

Formation of AcademiesFormation of Academies Academy IAcademy I

– Introductory Level CourseworkIntroductory Level Coursework

– Hydroponics and Greenhouse technologyHydroponics and Greenhouse technology

Academy IIAcademy II– Intermediate Level CourseworkIntermediate Level Coursework

– Urban Agriculture in temperate climateUrban Agriculture in temperate climate

Academy IIIAcademy III– Advanced Level CourseworkAdvanced Level Coursework

– Dual Enrollment with Wright CollegeDual Enrollment with Wright College

– ““Boricua En La Luna” tropical agriculture Boricua En La Luna” tropical agriculture

experience in Puerto Ricoexperience in Puerto Rico

Relation to other ClassesRelation to other Classes

• How can urban agriculture and social How can urban agriculture and social ecology be made a part of my class?ecology be made a part of my class?

– Looking at Mathematics from a different Looking at Mathematics from a different perspective.perspective.

• How can I do the same?How can I do the same?