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How school gardens are cheating our most vulnerable students

atlanticImage: Lim Rosen

Cultivating Failure

by Caitlin Flanagan
the Atlantic Magazine
Jan/Feb 2010

Excerpt:

Imagine that as a young and desperately poor Mexican man, you had made the dangerous and illegal journey to California to work in the fields with other migrants. There, you performed stoop labor, picking lettuce and bell peppers and table grapes; what made such an existence bearable was the dream of a better life. You met a woman and had a child with her, and because that child was born in the U.S., he was made a citizen of this great country. He will lead a life entirely different from yours; he will be educated. Now that child is about to begin middle school in the American city whose name is synonymous with higher learning, as it is the home of one of the greatest universities in the world: Berkeley. On the first day of sixth grade, the boy walks though the imposing double doors of his new school, stows his backpack, and then heads out to the field, where he stoops under a hot sun and begins to pick lettuce.

It’s rare for an immigrant experience to go the whole 360 in a single generation—one imagines the novel of assimilation, The White Man Calls It Romaine. The cruel trick has been pulled on this benighted child by an agglomeration of foodies and educational reformers who are propelled by a vacuous if well-meaning ideology that is responsible for robbing an increasing number of American schoolchildren of hours they might other wise have spent reading important books or learning higher math (attaining the cultural achievements, in other words, that have lifted uncounted generations of human beings out of the desperate daily scrabble to wrest sustenance from dirt). The galvanizing force behind this ideology is Alice Waters, the dowager queen of the grown-locally movement. Her goal is that children might become “eco-gastronomes” and discover “how food grows”—a lesson, if ever there was one, that our farm worker’s son might have learned at his father’s knee—leaving the Emerson and Euclid to the professionals over at the schoolhouse. Waters’s enormous celebrity, combined with her decision in the 1990s to expand her horizons into the field of public-school education, has helped thrust thousands of schoolchildren into the grip of a giant experiment, one that is predicated on a set of assumptions that are largely unproved, even unexamined. That no one is calling foul on this is only one manifestation of the way the new Food Hysteria has come to dominate and diminish our shared cultural life, and to make an educational reformer out of someone whose brilliant cookery and laudable goals may not be the best qualifications for designing academic curricula for the public schools.

See the complete four page article here.

Responses to Atlantic article.

School Gardens Cultivate a Richness Some Fail To Grasp

The Learning Garden (Almost) Daily
Jan 28, 2010

Students at Venice High School’s Learning Garden tend their plots on a sunny day last term. The Learning Garden is one of Los Angeles’ most successful collaborative school/community gardens in California, turning a one acre eyesore into a learning experience that is trans-generational. David King is the garden manager (Gardenmaster) and teaches for UCLA Extension’s Gardening and Horticulture Program.

See blog post here.

Sharon Astyk’s comments:

Even more than the “technology and cheap energy will save us” assumption that is so prevalent and wrong in our society is another underlying assumption, even more destructive. It is that because agriculture is unskilled labor, work suitable to people who aren’t qualified for better and higher things, we will simply be able to handle this through market forces – as low wage jobs disappear in one area, those people will just become farmers. But that’s ridiculous on several levels. The first is that low wage workers can’t buy land, and often can’t even rent it. But the more important one is this – agriculture is highly skilled, highly thoughtful, important work that requires an enormously varied skill set. I know this because I’ve been trying to acquire it for most of the last decade, and I now finally feel like I know enough to describe what I don’t know. Learning to farm was considerably harder than academia, than learning multiple languages, reading Kant or writing publishable papers. It was also a hell of a lot more fun, but that doesn’t diminish the difficulty of understanding an ecological system that you depend upon.

From blog post here.

1 comment

1 wordsofglass { 02.03.10 at 6:44 pm }

The article might have a point. Gardens should help focus science curriculum if they’re going to be part of class time. If they’re afterschool programs, then maybe simple lessons about weeding, harvesting, planting, gardening, etc. seems fine. In the classroom, there should be some educational goals that the garden is helping meet: soils, ecology, pollination, compost are all have easy lessons a garden can provide. If the curriculum is sponsored by a particular group that has power to push certain viewpoints, (be it California Organic Farmers Association or the California Fertilization Foundation that is specifically mentioned in the articly) then there’s a good chance we’re doing these kids a disservice.