14 pages, The implementation of urban school-based agricultural education programs has been a topic of growing interest. The literature indicates that urban programs are increasing in numbers and yet also presents unique challenges in implementation and programming. This case study examined a program which had traditional programmatic elements but in an urban community. The program utilized some traditional elements such as a barn with livestock and greenhouse focused on floral production. The program also layered elements of non-traditional programs including an emphasis on DEI work, deemphasizing the FFA, and curriculum to food production in the greenhouse. The implications of this case study for urban program design are important in that there is no one size fits all in programming for urban programs.
23 pages, We examined how an agricultural literacy professional development enhanced equity in seven secondary agriculture classrooms in a southeastern state. Utilizing the Equity Framework in Career and Technical Education and exploratory case study methodology, we examined the equitable barriers that seven secondary agriculture education teachers faced in their school sites and how targeted professional development might alleviate some of those challenges. Our findings revealed that all seven teachers faced barriers in their schools from two areas identified in the theoretical framework: educational adequacy and equal treatment. The professional development helped alleviate the educational adequacy barrier. More research is needed to elicit the role of professional development programs in counteracting equity barriers.
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.
10 pages, Barriers to the successful implementation of diversity, equity, and inclusion (DEI) education and outreach initiatives are being documented across higher education institutions as DEI policies and protocols are gaining attention. Despite growing attention to promote DEI in higher education institutions, there remains a need to examine barriers preventing DEI efforts in a systematic way, particularly in Extension education contexts to formulate strategies to promote DEI. We present an expert, consensus-based framework to identify the most salient barriers to successful DEI implementation in Extension. We also discuss opportunities for Extension practitioners to overcome salient barriers with tailored mitigation strategies.
9pgs, The goal of this literature review was to identify evidence-based curricula that support youth mental health with special attention to inclusion of access, equity, and belonging (AEB). Four databases were searched for peer-reviewed articles published between 2010 and 2019 related to youth mental health curricula. A total of 1446 articles were identified, and 171 articles underwent a full-text review. Of the 61 curricula identified, 44% addressed AEB to some extent and 65% showed program effectiveness. Four programs were recommended (Sources of Strength, Teen Mental Health First Aid, Dynamic Mindfulness, and Youth Mental Health First Aid) and eight conditionally recommended.
Okiror , J. J. (author), Twanza, B. (author), Orum, B. (author), Ebanyat, P. (author), Kule, E. B. (author), Tegbaru, A. (author), and Ayesiga, C. (author)
Format:
journal articles
Publication Date:
2021-10
Published:
Academic Journals
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Document Number: D12402
12 pages, There is growing interest in gender analysis and value chain analysis as tools for ensuring equitable participation in agricultural commodity markets. This study examined the gender factors that influence the patterns and levels of participation by women and men in grain value chains in Uganda. Data were collected from six districts in three regions of Uganda using qualitative gender tools. Findings show that marked division of labour along gender-lines happens at postharvest handling stages where threshing and winnowing is mostly done by women while men supervise storage and also control marketing and incomes. Division of labour is due to socio-cultural ascriptions to the sexes at community level with women having to work for longer hours than their male counterparts. Groundnuts were regarded as women’s crop while soya beans were for men. Regional variations were not significant but there were marked behavioral differences between the poorer and richer households across entire value chains from production to marketing with the poor exercising more caution during marketing to spread risks to the next harvest while the rich preferred one-time bulk sales. Specific interventions are needed to upgrade women participation in grain-legume businesses and scale-up labour saving post-harvest technologies especially draught animals, threshers, tarpaulins and hullers to ease drudgery on women and increase men’s participation.
14pgs, The unjust distribution of poor health outcomes produced via current United States food systems indicates the need for inclusive and innovative policymaking at the local level. Public health and environmental organizers are seeking to improve food environments from the ground up with locally driven policy initiatives but since 2010 have increasingly met resistance via state-government preemption of local policymaking power. This analysis seeks to understand how political actors on both sides of preemption debates use rhetorical argumentation. In doing so, we offer insights to the meaning-making process specific to food systems. We argue that advocates for local food-system innovations are forwarding understandings of food and community that contradict the policy goals they seek. We offer suggestions for local food and environmental advocates for adjusting their arguments.
