Civil Eats

When I was in undergrad in the Northeast, around 15 years ago, a degree in “Food Studies” was unheard of.  A campus farm or edible garden was something reserved for agriculture schools or off-campus hippie/granola enclaves. However, the past 5  years have shown a proliferation of opportunities to get trained as farmers, gardeners, food policy makers, and food law practitioners.

On a recent site visit to Portland, Oregon, I met with FoodCorps service site supervisor Caitlin Blethen and her service member Jessica Polledri. Caitlin told me about her local program that trains school garden coordinators. This signaled to me a similar kind of sea change. It indicated that there is a desire out there to be trained in this work, and that there is a (slowly) growing market of jobs being created to do this work. I’ll let Jessica—a graduate of the program– take it from here: Read More

FoodCorps is growing—expanding the number of states we’ll be working in next year and expanding the number of service members who are creating community and creating change. We created FoodCorps with two goals in mind: Addressing a public health crisis and providing a training opportunity for all of growing interest in careers in food and agriculture. Becoming a FoodCorps service member is a way to launch your career in food and farming while helping kids get healthy.

Rachel is one of 50 future food systems leaders who started their terms of service this past August as the first ever class of FoodCorps service members. So far this year, these service members have reached over 20,000 children in 10 states. They are addressing the nation’s painful and costly childhood obesity epidemic using our three recipe ingredient for change: Hands-on nutrition education, growing and tending school gardens, and getting healthy local food onto school cafeteria trays. Read More

At a compost bin that doubles as a podium, urban farming hero Will Allen faced the inaugural class of 50 FoodCorps service members—sitting together in Milwaukee but about to spin out to ten states around the country–giving them advice for the year of service they have ahead of them.

“There’s a lot of skill and knowledge existing in the communities you’re going into. You’ll bring stuff, and you’ll learn stuff. It’s a two-way street,” he said. “That’s how real sustainability works.” Read More

Whatever you call him, Steve Ritz is an extraordinary example of how one person can make a difference.

He has two missions: The first is to get his Discovery High School students to grow and eat vegetables. The second is to ignite the Green Bronx Machine and get all of the borough residents to grow and eat healthy food. (Watch out for the soon-to-come Web site and meanwhile follow Green Bronx Machine on Facebook and Twitter.)

Ritz is fueled by the irony that although the Bronx is the distribution point for produce to all five boroughs, its residents have very little access to high quality, fresh vegetables.

“If my kids can’t buy good produce at the local supermarket, we’ll get them to grow it,” Ritz decides. And grow they do! Hundreds of pounds of it a year. Where? On the classroom walls. Read More

One year ago this week, the Obama administration launched Let’s Move, an initiative to solve the problem of childhood obesity within a generation.  It’s an ambitious–but critically important–goal.

In the last 30 years, the percentage of American children who are overweight or obese has tripled. Diet-related disease, diminished academic performance and a shortened life expectancy threaten the future of our kids. According to the Centers for Disease Control and Prevention, one in three American children born in the year 2000 is on a path toward Type II diabetes. Among children of color, the figure approaches one in two. Retired Generals describe a coming crisis of national security: already, 27 percent of 17-24 year olds are ineligible for military service because of excess body fat.

This administration has placed a strong emphasis on healthy futures for our children, and rightly so: America’s sweeping epidemic of childhood obesity requires us to martial a national response. Read More

School gardens are as old as schools themselves. As Arden Bucklin-Sporer and Rachel Pringle see it, however, their return might just be the key to a modern education. Bucklin-Sporer and Pringle are the executive director and programs manager (respectively) of the San Francisco Green Schoolyard Alliance (SFGSA) and authors of the new book How to Grow a School Garden: A Complete Guide for Parents and Teachers. I spoke with them recently about the book, their network, and what it will take to change education—one green schoolyard at a time. Read More

These days, we hear more and more about our food system in crisis: contamination, obesity, poor distribution, and environmental devastation.  To combat some of these issues, the school garden is a growing trend that aims to teach our kids a more direct connection to their food and eating habits.  It’s actually not a new concept.  During World War I and II, motivated by scarcity and national security issues, schools  became major suppliers of fresh produce.  Our government began the U.S. School Garden Army, promoting fruit and vegetable production, consumption, and health.  But now the format has entered modern times, up against modern ailments and a larger population.

It is one thing to plant a few sunflowers with Kindergarteners and another to install, maintain, and implement nutrition, cooking, and ecological curriculum that ensure a lasting impact on the students.  It’s not as easy as just planting some tomatoes and hoping our kids will get the message. We’ve all encountered a neglected schoolyard, tangled weeds and scorched earth, with evidence of good intention but stunted momentum.  To really hit home on the important seed to fork lessons a school garden can deliver, it takes tons of work, planning, thought, and consistency…a home garden times one hundred or more.  The hurdles involved are also great, from our national policies, to funding, to actual space available within our country’s concrete landscapes. Read More

When I started volunteering this winter as a garden science teacher with Washington Youth Garden, entering one 3rd-grade classroom every week to help instill knowledge and enthusiasm by the children for the wonders of nature, I had no idea that this experience would inspire me to initiate a national call for Universal School Gardens.

But when I witnessed the children’s smiles and eyes light up in the course of planting seeds and watching them sprout into seedlings and grow, my appreciation deepened for the many reasons why school gardens are gaining popularity and have an excellent track record for enhancing the educational learning and natural curiosity of young people. “Every student should be free to enjoy the incomparable thrill of tasting fresh healthy food that he or she had a direct hand in growing,” I thought, “and every school in America should sprout a garden!” Read More

As one of the teachers involved with Michelle Obama and the White House vegetable garden, I’ve been impressed with the sudden surge of public interest in the simple act of children planting seeds. At Bancroft Elementary School, where I work first and foremost as an art teacher, we know only too well the benefits children get from growing their own food.

But I don’t think the public has any inkling how hard it is for teachers to maintain school gardens like the one we have at Bancroft. Despite all the hoopla over school gardening, the truth is teachers engage in these activities at risk of their jobs. You see, gardening is not part of the mandated school curriculum. We are supposed to be teaching reading and math. As much as we believe school gardens offer a multitude of teaching opportunities, schools do very little to support us. Principals and teachers have been bluntly told that they will lose their jobs if math and reading scores don’t improve. We desperately need help. We need someone to take charge of our school gardens. Read More

School gardens are an excellent way for children to get to know fresh fruits and vegetables, supplement classroom instruction, and just plain spend more time outdoors. Alice Waters created the model for the Edible Schoolyard over a decade ago and dozens of school gardens have followed suit. With a recent critical article in The Atlantic getting people talking about the value of school gardens again, it seemed an opportune time to take a peek into eight programs that are teaching kids a love of gardening and cooking and then share some resources for starting program to your own school. Read More

With the publishing of her article in the latest issue of The Atlantic, Caitlin Flanagan became a lonely detractor of the school garden movement. There has been much refuted about the piece, but I wanted to focus here on her obvious detestation for physical labor. Flanagan seemingly didn’t speak to any immigrants with children attending the King School, home of the country’s well-known Edible Schoolyard, but chose to imagine the immigrant experience all the same, taking us through a hypothetical situation in which a farm laborer’s child there is taken out into the “hot sun” of the school garden and made to pick lettuce. She asked, “Does the immigrant farm worker dream that his child will learn to enjoy manual labor, or that his child will be freed from it?”

Having experienced the satisfaction of my own labor, I do not accept that physical work has no benefits for adults or kids. Furthermore, labor will never be eliminated completely from human affairs. Perhaps hearing about the experience of labor from the point of view of a former slave, then, could be instructive. Read More

Caitlin Flanagan is right: I am an educated, middle-class woman whose school voluntarism is “a locus of (my) fathomless energies.” When I see students whose support system, for a myriad of reasons, has failed them, I want to do something about it. And I am one of the Alice Waters groupies Flanagan talks about in her January 2010 Atlantic Monthly article, so when I want to effect change, one of the places I turn is the Life Lab garden Flanagan writes is “cheating our most vulnerable students.” Read More

In the latest edition of The Atlantic magazine, Caitlin Flanagan has written a surprisingly harsh critique of the popular and growing movement to include gardens in our public schools. In a nutshell, she states that pursuing this activity over and above the three R’s will turn our children into illiterate sharecroppers. Right from the start, though, she gets it wrong. Read More

One morning I came out of our house just as Jorge, a young man I knew, shuffled by in baggy pants. He was pouring a bag of Skittles into his mouth.

“Jorge!” I said. “Is that your breakfast?”

He nodded sheepishly. I lived on a busy street where from time to time I ran into Jorge, who had attended elementary school with my daughter, Carly, down the block. That campus housed a number of smaller schools, including Costanoa, a district-run program for students who had fallen behind at the bigger high schools. The morning of his Skittle breakfast, Jorge was a sophomore at Costanoa.

Some months later I ran into his mom. She lived with her family in the apartments down the hill from our house, and over the years I had talked with her often as she walked by with Jorge’s younger siblings.

“How’s Jorge?” I asked.

“He’s doing well,” she said in Spanish. “He’s working in the ROP garden at school, and he loves it so much he wants to apply to the horticulture program at Cabrillo [College].” When Costanoa moved to our campus, they had expanded the Life Lab garden halfway across the playing field. Students on campus labored in the garden and cooked from the bounty. Read More