Citation

Cultivating schools: Contributing to educational quality and food security in rural Tanzania

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Abstract:

In parts of the world facing chronic hunger and malnutrition issues, school cultivation is re-emerging as a core component of rural food security policy. Some of the contemporary goals of such initiatives include linking cultivation to school subjects through active learning, providing school meals to increase attendance, and contributing to school and community food security and nutrition. This study draws on theories of social capital and participation in order to identify the form and function of school gardens/farms in Tanzania’s past and present, compare and contrast the “new school garden” envisioned by today’s international aid community with Tanzania’s past and present school cultivation initiatives, and with the ideas and wishes of school parents and teachers, and explore how Tanzania’s history of school cultivation contributes to an understanding of the challenges and difficult decisions that rural Tanzanians face today. Findings from the policy and research literature on school cultivation are integrated with ethnographic research conducted during the summer 2010. This consisted of site visits to school communities in Lindi Rural and Monduli districts and formal (semi-structured), informal, and focus group interviews with parents, village officials, and village elders regarding school gardens/farms. The findings indicate that neither the literature on school feeding or school cultivation, nor my research-based understanding of what is happening in rural Tanzania indicates that the Food and Agricultural Organization’s vision of school gardens will be easily or effectively adopted in rural Tanzanian schools without closer attention to the historical, economic, and social context of school cultivation.

Author's Keywords:

garden, farm, nutrition, school quality
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p487753_index.html
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MLA Citation:

Roberts, Daniel. "Cultivating schools: Contributing to educational quality and food security in rural Tanzania" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, May 01, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p487753_index.html>

APA Citation:

Roberts, D. M. , 2011-05-01 "Cultivating schools: Contributing to educational quality and food security in rural Tanzania" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p487753_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: In parts of the world facing chronic hunger and malnutrition issues, school cultivation is re-emerging as a core component of rural food security policy. Some of the contemporary goals of such initiatives include linking cultivation to school subjects through active learning, providing school meals to increase attendance, and contributing to school and community food security and nutrition. This study draws on theories of social capital and participation in order to identify the form and function of school gardens/farms in Tanzania’s past and present, compare and contrast the “new school garden” envisioned by today’s international aid community with Tanzania’s past and present school cultivation initiatives, and with the ideas and wishes of school parents and teachers, and explore how Tanzania’s history of school cultivation contributes to an understanding of the challenges and difficult decisions that rural Tanzanians face today. Findings from the policy and research literature on school cultivation are integrated with ethnographic research conducted during the summer 2010. This consisted of site visits to school communities in Lindi Rural and Monduli districts and formal (semi-structured), informal, and focus group interviews with parents, village officials, and village elders regarding school gardens/farms. The findings indicate that neither the literature on school feeding or school cultivation, nor my research-based understanding of what is happening in rural Tanzania indicates that the Food and Agricultural Organization’s vision of school gardens will be easily or effectively adopted in rural Tanzanian schools without closer attention to the historical, economic, and social context of school cultivation.


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