scholarly journals Beyond Supporting Access to Land in Socio-Technical Transitions. How Polish Grassroots Initiatives Help Farmers and New Entrants in Transitioning to Sustainable Models of Agriculture

Land ◽  
2021 ◽  
Vol 10 (2) ◽  
pp. 214
Author(s):  
Robert Skrzypczyński ◽  
Sylwia Dołzbłasz ◽  
Krzysztof Janc ◽  
Andrzej Raczyk
Keyword(s):  
High School ◽  
Organic Farming ◽  
Food Systems ◽  
Sustainable Farming ◽  
Global Sustainability ◽  
Intangible Resources ◽  
Grassroots Initiatives ◽  
Folk High School ◽  
New Entrants ◽  
Transition Studies

The importance of agri-food systems for global sustainability calls for researching and advancing socio-technical transitions towards environmentally friendly models of farming. These transitions hinge on many prerequisites, one of which is providing access to land for farmers and new entrants who experiment with sustainable farming models. However, for socio-technical transitions in farming to be viable, access to land should be complemented with securing access to “intangible” resources such as skills, knowledge or networks. It seems that increasingly often these resources are being provided by various grassroots initiatives. The goal of this paper is to identify how the strategies employed by grassroots initiatives support farmers and new entrants in transitioning to sustainable farming models. In order to answer that question, we perform case studies of three Polish initiatives—Agro-Perma-Lab, PermaKultura.Edu.PL and the Ecological Folk High School in Grzybów—active in promoting agroecology, permaculture and organic farming. The results show a diversity of strategies employed by these initiatives that reflect the frameworks in which they operate. Considering these strategies from the perspective of transition studies suggests that they can be replicated in other contexts and potentially contribute to advancing socio-technical transitions of agri-food systems.

Ten-year follow-up of young aphasic participants in a 34-week course at a Folk High School

Aphasiology ◽  
1997 ◽  
Vol 11 (7) ◽  
pp. 709-715 ◽  
Author(s):  
P. Währborg ◽  
P. Borenstein ◽  
S. Linell ◽  
E. Hedberg-borenstein ◽  
M. Asking
Keyword(s):  
High School ◽  
Folk High School

scholarly journals Development of an Innovative Food Literacy Curriculum Focused on Agriculture, Nutrition, and Cooking for High School-Aged Adolescents (P16-061-19)

2019 ◽  
Vol 3 (Supplement_1) ◽  
Author(s):  
Lyndsey Ruiz ◽  
Lauren Howe ◽  
Dain Holland ◽  
Kelley Brian ◽  
Rachel Scherr
Keyword(s):  
High School ◽  
Food Systems ◽  
Formal Education ◽  
Cognitive Theory ◽  
Food Resource ◽  
After School ◽  
Theoretical Frameworks ◽  
Food Literacy ◽  
Backward Design ◽  
Technology Innovations

Abstract Objectives To use theoretical frameworks and a systematic process to develop a curriculum aimed at improving food literacy in high school-aged adolescents. Methods Social Cognitive Theory (SCT) and constructivism were selected as guiding theoretical frameworks. Three overarching topics were identified as essential to advancing food literacy: agriculture, nutrition, and cooking. One nutrition researcher, one agriculture/food systems researcher, and one professional chef collaborated as topic experts. Thirteen undergraduate interns majoring in related subjects were recruited to draft lessons. The development team met weekly over 9 months. The first meeting consisted of introducing interns to food literacy, adolescent development, and curriculum development processes. Utilizing backward design, the team began by identifying lesson objectives relevant to high school-aged adolescents for each topic. Next the team determined acceptable evidence of learning for each objective using authentic assessment. Finally, interns created an activity for each objective and assessment pairing. The pedagogical approach for the activities was guided inquiry following the 5-step experiential cycle. Once lessons were drafted, weekly meetings were used for internally pilot-testing lessons and group discussions. Results Utilizing SCT, constructivism, and backward design resulted in the development of Teens CAN: Comprehensive Food Literacy in Cooking, Agriculture, and Nutrition. Teens CAN features twelve inquiry-based and experiential modules with the overarching topics of agriculture, nutrition, and cooking. The modules feature concept-based experiential and application activities. Agriculture concepts include technology innovations, agroecology, and the food environment. Nutrition concepts cover general nutrition, nutrients of concern for adolescents, and recommendations. Cooking concepts feature food safety, food resource management, and cooking techniques. Conclusions Teens CAN fills a need for comprehensive food literacy curricula for high school-aged adolescents. After formal testing, the curriculum can be implemented in various learning environments, such as informally in after-school programs or integrated into formal education. Funding Sources UC ANR and USDA NIFA.

scholarly journals Ett enande band bland Nordens alla samer

2019 ◽  
pp. 96-115
Author(s):  
Johan Hansson
Keyword(s):  
High School ◽  
Collective Identity ◽  
Education Program ◽  
Crucial Role ◽  
School Principal ◽  
The Other ◽  
High Quality ◽  
Government Regulations ◽  
Quality Label ◽  
Folk High School

From its establishment in 1942, the Sami folk high school included crafts as an important part of its education program. The Swedish Mission Society, who founded the school, not only wanted to educate Sami youth to better their chances on the labour market but also to give them the opportunity to get acquainted with their Sami culture. Thus Sami crafts had a crucial role in educational activities at the folk high school. With the help of Gert Biesta’s concepts, the article shows that crafts had a socializing function. The teaching strengthened the students’ collective identity and provided them with traditional skills and knowledge. However, Lennart Wallmark, the school principal (1942-1972), stressed the importance of learning crafts for other purposes. Influenced by religious thinkers, he stated that the students would also be strengthened as individuals: a process of subjectification. Moreover, the crafts lessons had a third function: qualification. Though the studies were not vocational as such, they could simplify the process of procuring the quality label bestowed by the Sami organization Same Ätnam to crafts of especially high quality. Wallmark and the teachers in crafts were important for the development of craft education at the folk high school. However, Same Ätnam’s ideas of Sami handicraft and government regulations were also influential. These inner and outer forces contributed to the teaching so that it, on one hand, did not change much but, on the other hand, was congruous with the rest of the society.

scholarly journals Erica Simon

1993 ◽  
Vol 44 (1) ◽  
pp. 141-144
Author(s):  
William Michelsen
Keyword(s):  
High School ◽  
Roman Empire ◽  
High Schools ◽  
18Th Century ◽  
School Teacher ◽  
Folk Culture ◽  
First Marriage ◽  
Folk High School ◽  
University Professor ◽  
Folk High Schools

Erica Simon26/2 1910 - 11/2 1993William Michelsen writes a personal obituary about the French Grundtvig scholar Erica Simon. He first met Erica Simon in the middle of the fifties, when she was studying the Swedish folk high schools and wanted to meet all the Grundtvig scholars and people who put Grundtvig’s ideas into practice. Erica Simon was a university professor in Scandinavian languages and literature, but she also founded her own folk high scholl west of Lyons. Erica Simon’s interest in Grundtvig and her commitment to the Grundtvig’s ideal of .the school for life. was aroused in the mid-fifties, when she studied at Uppsala and met the Swedish folk high scholl Hvilan in Sk.ne. Erica Simon worked together especially with the Nordic folk high school in Kung.lv, and she wanted to spread the knowledge of Grundtvig’s ideas, not only in France, but all over the world. Like Grundtvig, Erica Simon wanted to find the roots of folk culture behind the influence from the Roman Empire, an influence which underlies the centralized school system dating back to Napoleonic France. Erica Simon’s main subject in her Grundtvig research was his ideas of the connection between folk enlightenment and science or scholarship. Science and folk culture are different matters but have to interact in order to establish a scholarship built on folk culture. In accordance with Grundtvig, Erica Simon stresses medieval Anglo-Saxon and Icelandic literature as the Nordic element in universal history, establishing a vernacular culture in opposition to the Latin school and scholarship. Erica Simon was a passionate scholar and interpreter of Grundtvigian ideas. She often visited Denmark and was on the Committe of Grundtvig-Selskabet, where she gave lectures, and she published papers in the Grundtvig-Studier in 1969 and 1973.Erica Simon was born i Königsberg on February 26th, 1910. She spent her youth in Hannover and afterwards studied language and literature in Geneva and in Paris. She married in 1936 and became a widow in 1942, but remarried, bearing the name Vollboudt. Jacques Kleiner, her son from her first marriage, today lives in Switserland. From 1939-54 she was a secondary school teacher in France, but in 1954 she began studying the Nordic folk high school, doing research in Uppsala in 1955-56. In 1962 she became a doctor at the Sorbonne University in Paris (Doctorat d.tat in 1962), with a dissertation about the Swedish folk high schools in the late 18th century.

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