Book of Abstract (incl. addendum) - IFSA symposium 2012

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Workshop 1.1 Knowledge flows in pluralistic research and advisory systems: how do advisors keep up-to-date and to what extent is their advice evidence-based? between themselves and with the farmers groups they were closely associated with but had limited connections with other network participants. Data was analysed using social capital theory to identify and explain the bonding, bridging and boundary spanning forms of brokering observed. The case study showed that while public and private advisers were both technically competent in their extension roles, they played different social roles. Public advisers worked at the interface of the different disciplines and practices assembled for the RD&E task and were the critical social ‘glue’ that maintained the relational infrastructure that prevented the network from fragmenting. 20
Workshop 1.2 Family Farms as Educational Farms – Possibilities and Perspectives Convenors: Carsten Ørting Andersen, Linda Jolly, Erling Krogh, Magnus Ljung, Christina Lundström and Johanna Schokemöhle Farm education is a way of connecting people to their region and the role of agriculture in their lives. The purpose of this workshop is to clarify the role of farm education in the light of challenges facing European family farms. Possibilities and perspectives for educational farms for both family farms and society will be illustrated in presentations and discussions. School-farm cooperation on family farms in Norway Erling Krogh, Linda Jolly, Sidsel Sandberg, Anne Grutle and Margit Cicilie Fallet Norwegian University of Life Sciences, Norway Erling.Krogh@umb.no School-farm cooperation has been systematically built up in Norway since the national project Living School began at the Agricultural University (Norwegian University of Life Sciences) in 1996. Cooperation between family farms and schools has occurred sporadically in Norway as long as individual pupils have needed an alternative arena for learning. Until Living School very few ordinary pupils had experienced the farm as a complimentary learning arena. Since 2000 the cooperation between schools and farms has been followed up with university courses for farmers and teachers in many regions of the country. In this paper we will focus on 2-3 such farms and the development of their pedagogical co-operation with nearby schools. We will begin with a consideration of family farms as educational arenas, the advantages for learning, the effects on the production of the farm, the connection to the community and the possibility of creating a life-style identity for several generations on the farm. T A description of each example farm and its production, facilities and of the participants from the farm seeks to give a picture of the basis for pedagogical activity. The historical development of the pedagogical activities at the farm, as well as the motives for the farm family comprises the second section. This is followed by a description of concrete measures to ensure a safe and adequate learning arenas personal motives of the farm family for the development of an educational enterprise comprises the next (such as building activity, organization), as well as a discussion of economic compensation and contracts. Each farm will also evaluate their work in relationship to the future of the farm and their connection to the community. At the conclusion, we will look at the challenges for farm-school cooperation and discuss possibilities for further development. Farm-School Collaboration and the underlying motivation, values and learning goals – Enhancing childrens’ academic learning and fostering food citizenship? Pernille Malberg Dyg Aalborg University, Denmark Pedy@plan.aau.dk Connecting schoolchildren to farms promotes a greater understanding of farming, sustainability and a connectedness to nature. A PhD case study research analyses farm-school collaboration in Denmark focusing on the integration of farm visits in the curriculum. Different collaboration arrangements are studied and how varying learning goals and values of different stakeholders are integrated and replicated in the programmes, combining qualitative interviews and an analysis of educational materials and activities on the farm and in the classroom. Farm-school collaboration in Denmark can be put into four categories: ranging from one-day excursions with limited integration in the teaching, to integration of the farm visit into the activities 21
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Book of Abstract (incl. addendum) - IFSA symposium 2012

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