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

Workshop 1.2 Family Farms as Educational Farms – Possibilities and Perspectives
back at the school, e.g. in different subjects or interdisciplinary projects. The third and fourth types of
collaboration are longer; enabling children to follow the seasonal growing cycle and be active on the
farm e.g. by having a small plot, where they can grow potatoes. Teachers organize the visits with a
farmer over a growing season, but other schools, even municipalities, have a formalized long-term
collaboration with a farm.
Preliminary findings suggest that teachers and farmers have quite different learning goals and
values. Farmers are highly motivated, believing it is important that children connect to food
production, understand the connectedness in nature, that our actions have an impact and that people
have a choice, but it is also a means for farmers to present and bring about an understanding of
(conventional or organic) agriculture in the public. Teachers' objectives are linked to subjects and
ministerial requirements. Some have a broader focus on developing children’s action competence,
critical thinking and food citizenship. Yet some teachers lack knowledge, motivation and time, limiting
the integration in the classroom.
Collaboration between farms and schools in Sweden – what does it take to
succeed?
Christina Lundström and Magnus Ljung
Swedish University of Agricultural Sciences, Sweden
Christina.Lundstrom@slu.se
In the new curriculum for the Swedish comprehensive school, there is on one hand few formal
demands regarding teaching of agriculture and food production, but on the other hand great
opportunities to use these contexts for learning in several subjects. The question is how this potential
can be utilized? Our study shows that teachers believe that it is important that students know how our
food is produced, and many teachers would like to learn more about farming and food production.
Teachers believe that the teaching of agriculture and food production should include food security and
recycling, and how to decrease environmental impacts. Furthermore, teachers reckon that pupils ought
to have an opportunity to grow food in school, and believe that skills as responsibility, cooperation and
problem solving can be developed through practical work on a farm. Nevertheless, few teachers visit
farms with their pupils and if they do - it is occasional visits. Instead, teaching of agriculture and food
production, are carried out as briefings, discussions or by studying books or the Internet in classroom
settings. Although the area is considered important and the teachers see many opportunities, they do
not exploit the potential they see.
The structural obstacles are large and the added value is not clear. The farms who see educational
activities as an exciting area of development must therefore take an active role in the implementation
process. This article discusses the characteristics of the entrepreneurs who nevertheless have managed
to reach school and translate good intentions into action - collaborations truly systemic and unique in
its nature. Further, what makes the partnership come into place? Which of the school's challenges does
farm cooperation help to deal with and how is the work rooted in the curriculum? Based on three case
studies tentative conclusions are drawn that we hope will support other farmers in their ambitions to
bring about tangible interactions.
Measuring interest in agriculture – A pilot study of a project on the role of
school farms and subsequent curricular teaching units
Malte Bickel and Susanne Bögeholz
Georg-August-Universität Göttingen, Germany
Mbickel@gwdg.de
Agriculture becomes increasingly important due to its impact on environment, biodiversity and climate
change. Structural changes in farming have tremendously diminished the number of farms, farm
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