18 pages, This study aimed to describe school-based agricultural education (SBAE) teachers' attitudes regarding inclusion, diversity, and equity (IDE) and prioritize the need for IDE-related professional development. A series of survey questions were used to describe the sample of SBAE teachers and their attitudes toward IDE and inclusive teaching practices. Most participants agreed that their programs should create an inclusive environment where all students can benefit from their program, have equal opportunities, and demographically mirror their school's student population. However, the profession remains split on whether there are problems with IDE and whether changes are needed. This response is likely the result of today's polarized culture. The Borich Needs Assessment Model was used to determine the perceived level of importance and ability of SBAE teachers regarding 11 professional development statements related to IDE. All professional development needs were assessed and ranked using mean weighted discrepancy scores (MWDS). The top three IDE-related professional development need areas among SBAE teachers were (a) tapping into students' lived experiences (cultural capital) when teaching, (b) identifying curriculum resources to enhance inclusivity, and (c) advocating for minority students.
Agricultural Communications Documentation Center, Funk Library, University of Illinois Document Number: D11095
Notes:
137 pages., Examines the power of food as a communicative tool to bring people of diverse backgrounds together. Author argues that food enables people to look past their differences and focus on their similarities, thus creating a stronger sense of community via the sharing of a meal.
22 pages., via online journal., The community engagement professional (CEP) plays a critical role in engaging faculty, staff, and students with communities. In order to do this in the most effective way, this essay advocates
for CEPs to become familiar with the Cooperative Extension system and develop competency for engaging Extension personnel, even when those personnel are not a part of the CEP’s home institution. The essay extends the work of Dostilio et al. (2017) on preliminary competencies for the community engagement professional by identifying additional competencies, organized as knowledge, skill, and dispositions, that can help CEPs work with the Cooperative Extension system to maximize engagement opportunities for faculty, staff, and students. This essay also includes ideas for implementing competency training for CEPs. Conclusions include thoughts on preparing the community engagement professional to learn and collaborate with Cooperative Extension to enrich the academic experience and benefit the communities they serve.
4 pages., Article # 6COM1, via online journal., To develop more inclusive programs, Extension professionals should attend to self-awareness, communication, and program structure. We suggest engaging in reflection and examining word choices and program decisions to make programs more welcoming to all members of the communities we serve. Extension professionals should incorporate these practices in their work to meet the needs of increasingly diverse communities.
12 pages, via online journal, Since the rice crisis of 2007, the government of Benin has initiated many programmes for rice intensification. Comparison of three rice production areas shows that local rice production has indeed been increased by the facilities provided by the government programmes. Although broadly the same facilities (market outlet, credit, input, etc.) were provided to rice farmers in the three study areas, which are located close to one another, there are not only similar, but also some different outcomes with regard to farmers' practices. There were also some unexpected changes, like the shift from limited collective canal cleaning to individual canal cleaning in Koussin-Lélé and the use of pumps in upland areas in Bamè. The study explores the interplay between these external interventions of government programmes and local actions of farmers to explain the outcomes. Using an actor-oriented perspective, the study concludes that farmers' agency played a critical role in the success of interventions; the changes occurred because of local actions of the farmers and intermediaries interacting with the external interventions at diverse junctures. Differences in strategies for resolving livelihood problems, in production options and biophysical conditions influence farmers' local actions and contribute to the explanation of the diversity of outcomes. The main lesson drawn from this research is that evaluation studies should not consider external interventions as the only or primary source of change. The dynamic interplay between local agency, intermediation and external interventions makes room for change.
