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Using the Gardener's Perspective to Design An Afterschool Program

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Abstract:

Many cities are a tale of two cities. In one city, there are neighborhoods, institutions and families that are flourishing. These neighborhoods are like the plant growing in rich, fertile soil. In the other city, too many neighborhoods, institutions, and families are still struggling. These neighborhoods are more like this plant trying to grow in rocky and contaminated soil.
In one of the rocky neighborhoods, a local church is creating an Oasis—a place of peace, safety, and sustenance. Through the church’s Oasis afterschool program, there is a plan to turn rocky soil into a nourishing environment so that local youth can reach their full potential (Gannon, 2017; Walsh, 2017).
As researchers work with afterschool instructors, we recognize education as a living system (Synder, 2015). We also acknowledge the need for sustenance in order for our children and youth to grow. In this case, the external resources provided by the afterschool program must work with the school to create a thriving educational ecosystem.
Using the gardener’s perspective, the Oasis afterschool program builds the following model to achieve equity, justice and excellence for the Black students in an underperforming school. This program works with the instructors to focuses on the following:
• Soil (Assessing and addressing the social background of the youth)
• Seed (Teach the operations of a solar powered greenhouse as well as environmental stewardship; the production and business of growing vegetables using an aquaponics system and the development of employment and entrepreneurial skills; and biology, chemistry and food science )
• Root (African American history, food culture and culinary traditions across the diaspora)
• Environment (Context, particularly the institutional assets as well as liabilities such as vacant lots and lead contaminated soil)
Ultimately, this program will change the teacher-students dynamics, infuse additional resources into the learning system and cultivate the gifts and skills of 30 participating youth.
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Association:
Name: 102nd Annual Meeting and Conference of the Association for the Study of African American Life and History
URL:
http://www.asalh.org


Citation:
URL: http://citation.allacademic.com/meta/p1286509_index.html
Direct Link:
HTML Code:

MLA Citation:

Boddie, Stephanie. "Using the Gardener's Perspective to Design An Afterschool Program" Paper presented at the annual meeting of the 102nd Annual Meeting and Conference of the Association for the Study of African American Life and History, Hilton Cincinnati Netherland Plaza Hotel, Cincinnati, OH, <Not Available>. 2018-06-18 <http://citation.allacademic.com/meta/p1286509_index.html>

APA Citation:

Boddie, S. "Using the Gardener's Perspective to Design An Afterschool Program" Paper presented at the annual meeting of the 102nd Annual Meeting and Conference of the Association for the Study of African American Life and History, Hilton Cincinnati Netherland Plaza Hotel, Cincinnati, OH <Not Available>. 2018-06-18 from http://citation.allacademic.com/meta/p1286509_index.html

Publication Type: Abstract
Abstract: Many cities are a tale of two cities. In one city, there are neighborhoods, institutions and families that are flourishing. These neighborhoods are like the plant growing in rich, fertile soil. In the other city, too many neighborhoods, institutions, and families are still struggling. These neighborhoods are more like this plant trying to grow in rocky and contaminated soil.
In one of the rocky neighborhoods, a local church is creating an Oasis—a place of peace, safety, and sustenance. Through the church’s Oasis afterschool program, there is a plan to turn rocky soil into a nourishing environment so that local youth can reach their full potential (Gannon, 2017; Walsh, 2017).
As researchers work with afterschool instructors, we recognize education as a living system (Synder, 2015). We also acknowledge the need for sustenance in order for our children and youth to grow. In this case, the external resources provided by the afterschool program must work with the school to create a thriving educational ecosystem.
Using the gardener’s perspective, the Oasis afterschool program builds the following model to achieve equity, justice and excellence for the Black students in an underperforming school. This program works with the instructors to focuses on the following:
• Soil (Assessing and addressing the social background of the youth)
• Seed (Teach the operations of a solar powered greenhouse as well as environmental stewardship; the production and business of growing vegetables using an aquaponics system and the development of employment and entrepreneurial skills; and biology, chemistry and food science )
• Root (African American history, food culture and culinary traditions across the diaspora)
• Environment (Context, particularly the institutional assets as well as liabilities such as vacant lots and lead contaminated soil)
Ultimately, this program will change the teacher-students dynamics, infuse additional resources into the learning system and cultivate the gifts and skills of 30 participating youth.


 
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