Enhancing Food Literacy and Food Security through School Gardening in Rural and Regional Communities

Bibliographic Data

ID15463534
AuthorsTimothy P Holloway (0000-0002-2021-9291, University of Tasmania), Sisitha Jayasinghe (0000-0001-8805-385X, University of Tasmania), Lisa Dalton (0000-0003-4470-5814, University of Tasmania), Michelle Kilpatrick (0000-0001-6039-9154, University of Tasmania), Michelle L Kilpatrick (Menzies Institute for Medical Research, University of Tasmania, Hobart, TAS 7000, Australia), Roger Hughes (0000-0002-5811-7960, Swinburne University of Technology), Kira Patterson (0000-0003-0663-4154, University of Tasmania), Kira A E Patterson (University of Tasmania), Robert Soward (0000-0001-6080-7111, University of Tasmania), Kylie Burgess (North West Regional Hospital), Nuala M Byrne (0000-0001-5310-6640, University of Tasmania), Andrew P Hills (0000-0002-7787-7201, University of Tasmania), Kdk Ahuja (0000-0002-0323-4692, University of Tasmania, corresponding author)
Year2023
Volume20
Issue18
Pages6794-6794
Publication date2023-09-21
Open AccessYes
TypeARTICLE
VenueInternational Journal of Environmental Research and Public Health (JOURNAL)
Journal identifiersISSN: 1661-7827 • E-ISSN: 1660-4601
PublisherMultidisciplinary Digital Publishing Institute (PUBLISHER • CH)
DOI10.3390/ijerph20186794
PMID37754653
OpenAlexW4386913429
LanguageEN
Citations received2
References cited28

A qualitative case study approach with in-depth, semi-structured interviews of key school staff, and student feedback was used to assess a school kitchen and garden program in the regional area of North-West Tasmania, Australia. A detailed program description was produced to conduct a realist evaluation with a Context-Mechanism-Outcome configuration, followed by a program theory evaluation through the construction of a retrospective program logic model. Dedicated kitchen and garden spaces, knowledgeable teachers committed to the program, provision of sufficient materials and consumables, and support from the school and community were found to be the basic requirements to establish a program. Additionally, it is essential to integrate both the kitchen and garden teaching components into the school curriculum. The positive outcomes (e.g., engagement, participation, knowledge, skills, behavioral change) of the program were dependent on the underlying factors, including dedicated support of school leadership, teaching staff, and the parent body for effective student engagement in the teaching spaces and for wider engagement from families and the community. The students' feedback provided supporting evidence of increased food literacy with improvements in their understanding, abilities, and attitudes towards gardening, producing healthy food, and preparing food. This may further lead to enhanced food security for students' families and the broader community

Agriculture · Community engagement · Context (archaeology · Curriculum · Food security · Geography · Literacy · Medical education · Pedagogy · Political science · Public relations · Sociology · Diverse Educational Innovations Studies · Environmental Education and Sustainability · Indigenous and Place-Based Education · Medicine · Psychology

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