FOOD GARDENS AND SOME CHARACTERISTICS DISTINGUISHING GARDENING AND NON-GARDENING HOME-OWNING HOUSEHOLDS IN A LOW-INCOME CENSUS TRACT OF TUCSON, ARIZONA.
KeywordsGardening -- Economic aspects -- Arizona -- Tucson.
Gardening -- Arizona -- Tucson -- Psychological aspects.
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Degree ProgramGraduate College
Degree GrantorUniversity of Arizona
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SCHOOL GARDENS AND FOOD INSECURITY IN PIMA COUNTY: The role school garden programs play in addressing food insecurity and the potential at Acacia Elementary SchoolEnglert, Diana; College of Architecture, Planning and Landscape Architecture; Thompson, Moses; Iuliano, Joseph (The University of Arizona., 2016)Pima County, Arizona has a high rate of overall and childhood food insecurity (15.8% and 26.1% respectively). At the same time attitudes and interests in School Garden Programs have led to an increase in programs throughout the county. This research considers the following question: What role do school gardens play in alleviating food insecurity in Pima County? How can a School Garden Program be designed to best attend to food access, and how can it be applied specifically at Acacia Elementary School? Three school garden programs at three different schools were examined based on academic standing of the school, food security status of students and families, and garden programs related to food access. Observations of school garden programs and discussions with school faculty and teachers showed that there were two potential effects of the programs: Direct or Indirect Effects. Direct effects include produce that is directly donated or sold (affordably) to students and families. Indirect effects of school gardens provide skills, resources, confidence to practice gardening, cooking, or raising chickens at home. Indirect effects proved to be more significant than direct effects. Themes of school garden programs that address food access in this way included (1) Community Partnerships, (2) Extra-Curricular Garden Programs, (3) Cooking Education and Cultural Celebration, and (4) School and District Commitment. The potential of school gardens to alleviate food insecurity was directly applied to the new implementation of a school garden at Acacia Elementary School, a Title 1 school located in a rural food desert. The “ripple effect” food access garden programs cause can create a powerful force in communities living in urban or rural food desert and living with extreme food insecurity.
URBAN COMMUNITY GARDENING AS AN AGENT FOR SOCIAL DEVELOPMENT AND ENVIRONMENTAL EDUCATION: A Master Plan for the Spirit of Service Farmacy Garden (Tucson, Arizona)NELSON, KARL (The University of Arizona., 2002)
Defining Community Gardening: Why People Garden and How to get More InvolvedChandler, John; College of Architecture, Planning and Landscape Architecture; Joey, Iuliano (The University of Arizona., 2017)1. Introduction: explanation of how gardening and food production related to agriculture has affected me personally and how that motivated me to choose this topic. 2. Literary review: gardening as we know it – This section will cover what we know about gardening and urban agriculture and how it can benefit the health of people and communities. 3. Literary review: Limits to gardening – This section will begin to discuss the limits and questions the capstone discusses about gardening that has been addressed in literature. What types of people participate in gardening? Why do those people garden? What does it require to garden? 4. Data collection & Results: This section will discuss in principle the collection of data to make a conclusion about gardening and how it affects the population that participate in it and how those can help define how to provide its benefits to more people. This will be structured in three ways, a firsthand analysis of the Community Gardens of Tucson as an intern, an interview with a garden manager with the community gardens, and a case study of a garden there. The interview will focus on what can be done about the population of people that use the gardens and how to recruit would-be gardeners as well as other barriers and challenges to community gardening. The case study will focus on the specific situation that an individual garden may go through. 5. Proposal: This section will discuss a possible way of recruiting more people into the realm of gardening, using the context from data collection and the current literature about the topic. 6. Limitations & Conclusion: This section analyses how the data collected can be used in a practical manner to better the practice of community gardening.