Ken Fuelling Abstract
PLANTING SEEDS OF BELONGING: A CASE STUDY
Ken Fuelling, Purdue University Download Thesis
Keywords
Agricultural Education, Sense of Belonging, critical pedagogy of agriculture, inclusion, diversity, equity, perceptions of agriculture, inclusive classroom, nonformal agricultural education, school-based agricultural education, case study, trauma-informed pedagogy, learner-centered pedagogy, historically marginalized population, contemporarily marginalized population, student-centered, Student Led
Abstract
At present, formal and non-formal agricultural spaces, including agricultural education, do not provide opportunities for individuals from historically marginalized communities to develop a strong sense of belonging. An increase in sense of belonging may increase retention for all individuals interacting with agricultural programs and more effectively disseminate tools and resources to a wider audience, which can help solve agricultural issues such as the hunger crisis. The Garden Sun Institute (GSI) is a non-formal agricultural education program that is changing this narrative, with many staff and students of historically marginalized populations expressing a deep sense of belonging not only with others at GSI but also feeling a sense of belonging in the field of agriculture. The purpose of this case study was to explore whether there is a sense of belonging at this location and to determine what factors may contribute to it. The questions guiding this study are: 1) How do youth describe a sense of belonging at GSI? 2) How does GSI engage with youth, family, and staff? and 3) How do those engaging with GSI describe a sense of belonging within agriculture broadly? Results from this study showed that utilizing elements of the Critical Pedagogy of Agriculture along with practices such as trauma-informed pedagogy, student-led and student-centered learning, and gentle parenting have led to this program developing a culture of belonging. Future research recommendations include determining accountability strategies and investigating the impacts of the incorporation of strategies into formal education programs.
Name of Degree
Masters Thesis
Year of Submission
2024
Department
Department of Agricultural Sciences Education and Communication
Advisor(s)
Dr. Sarah E LaRose
Department of Agricultural Sciences Education and Communication
Dr. Kathryn S. Orvis
Horticulture & Landscape Architecture
Dr. Linda J. Pfeiffer
Department of Agricultural Sciences Education and Communication
Dr. Mark A. Russell
Department of Agricultural Sciences Education and Communication