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Cultivating Environmental Citizenship: Agriculture Teachers’ Perspectives Regarding the Role of Farm-Schools in Environmental and Sustainability Education

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  • Daphne Goldman

    (Department of Environmental Science and Agriculture, Faculty of Education, Beit Berl College, Beit Berl 44905, Israel)

  • Iris Alkaher

    (The Center for Environmental and Sustainability Education, Kibbutzim College of Education, Technology and the Arts, Tel Aviv-Jaffa 6250769, Israel)

Abstract

Agricultural education is a fertile framework for environmental and sustainability education (ESE). Hence, ‘farm-schools’, which are learning settings around agriculture, can and should play a crucial role in promoting ESE. Farm-school teachers are key to realizing this potential. Therefore, the aim of this study was to examine the perspectives of farm-school teachers concerning the role of farm schools in conducting ESE and their role as environmental and sustainability educators. The research employed a mixed methodology. Quantitative data from close-ended sections of the questionnaire enabled evaluation of the teachers’ environmental literacy and citizenship attributes, which are fundamental for their capacity to incorporate ESE within their teaching. Open-ended sections of the questionnaire and interviews provided in-depth information regarding the teachers’ perspectives and practices concerning ESE (content, values, and pedagogies) within the framework of farm schools. Findings indicate that these teachers have pro-environmental dispositions in their individual lives and as educators and that they incorporate ESE within their teaching, but they exhibit a relatively narrow perspective regarding ESE, focusing largely on content knowledge, with limited focus on values discourse. Providing professional development tailored to the specific attributes and needs of these agriculture teachers will strengthen their capacities in teaching the strategies inherent to ESE, such as facilitating in-depth critical discourse around socio-environmental dilemmas. This will contribute to realizing the full potential of farm schools in terms of contributing to the crucial area of ESE within the educational system, employing agriculture as the curricular platform.

Suggested Citation

  • Daphne Goldman & Iris Alkaher, 2024. "Cultivating Environmental Citizenship: Agriculture Teachers’ Perspectives Regarding the Role of Farm-Schools in Environmental and Sustainability Education," Sustainability, MDPI, vol. 16(16), pages 1-23, August.
    • Handle: RePEc:gam:jsusta:v:16:y:2024:i:16:p:6965-:d:1456065
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    References listed on IDEAS

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    1. Mathew Muma & Robert Martin & Mack Shelley, 2022. "Teacher Differences in Beliefs and Perceptions About Sustainable Agriculture: Influence on the Teaching of High School Agriculture Curriculum," Asian Social Science, Canadian Center of Science and Education, vol. 18(10), pages 1-20, October.
    2. Magnus Boström & Erik Andersson & Monika Berg & Karin Gustafsson & Eva Gustavsson & Erik Hysing & Rolf Lidskog & Erik Löfmarck & Maria Ojala & Jan Olsson & Benedict E. Singleton & Sebastian Svenberg &, 2018. "Conditions for Transformative Learning for Sustainable Development: A Theoretical Review and Approach," Sustainability, MDPI, vol. 10(12), pages 1-21, November.
    3. Iris Alkaher & Nurit Carmi, 2019. "Is Population Growth an Environmental Problem? Teachers’ Perceptions and Attitudes towards Including It in Their Teaching," Sustainability, MDPI, vol. 11(7), pages 1-24, April.
    4. Jay P. Carlson & Leslie H. Vincent & David M. Hardesty & William O. Bearden, 2009. "Objective and Subjective Knowledge Relationships: A Quantitative Analysis of Consumer Research Findings," Journal of Consumer Research, Journal of Consumer Research Inc., vol. 35(5), pages 864-876, October.
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