Stakeholder roles and perceptions in the creation and success of Farm to School programs

Trainor, John K.

doi:10.1016/j.appet.2006.08.060

Cited by 2 publications

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“…As leaders and catalysts, champions shape organizational practices and program pathways. The catalyzing effect of ''civic engagement'' in initiatives, such as FTS, rests strongly on the role of these ''champions''-either someone within the school setting, such as the food service director in our rural case (Hirshey 2007), or individuals or groups, external to the school setting, such as the NGO in our urban case (Trainor 2006). Recognized and appreciated by other stakeholders and participants in their programs, these FTS champions nonetheless offer different possibilities for prompting the civic engagement which will be necessary for sustaining FTS programs.…”

Section: Discussionmentioning

confidence: 99%

“…But civic engagement in FTS is socially textured and conditioned by local context. ''Champions'' either within or outside the school community may play important roles in moving FTS into actual practice (Trainor 2006). Following Lyson's (2004, p. 71) pragmatist view of civic agriculture as ''being guided by the question 'what works?…”

Section: Study Sites and Methodsmentioning

confidence: 99%

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The emergence and framing of farm-to-school initiatives: civic engagement, health and local agriculture

2008

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Interest in and initiation of farm-to-school (FTS) programs have increased in recent years, spurred on by converging public concerns about child obesity trends and risks associated with industrialization and distancing in the modern food system. A civic agriculture framework that more specifically considers civic engagement and problem solving offers insights about variations in the development and prospects for FTS programs. Drawing on comparative case studies of two emerging FTS initiatives in Pennsylvania-one in a rural setting and one in an urban setting-this article examines the role of internal and external ''champions'' in launching FTS programs and fostering civic engagement. Farm-to-school community stakeholders across the two cases framed FTS in broadly similar terms of (1) redressing poor food environments; (2) improving student nutrition, health and well-being; and (3) revitalizing rural community through support of local agriculture. However, specific concerns and emphases differed across the rural and urban cases, illustrating the significance of local context for such programs. The article concludes by discussing the importance of frame bridging and frame extension as strategies for expanding the FTS movement, and also ensuring programs that correspond to the specific circumstances and possibilities of their social and geographic settings.

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Section: Discussionmentioning

confidence: 99%

Section: Study Sites and Methodsmentioning

confidence: 99%