Community-Based Action Research in Vancouver Public Schools: Improving the Quality of Children’s Lives through Secure and Sustainable School Food Systems and Experiential Learning

  • Alejandro Rojas
  • Elena Orrego
  • Stephanie Shulhan
Keywords: food security, community engaged scholarship, quality of life, school food system sustainability, health

Abstract

The “key players in a community-based action research project in Vancouver Public Schools study” is a part of the Think&EatGreen@School (TEGS) project that aims to document the experiences of important actors within the movement towards healthy and sustainable Vancouver public school food systems and related learning opportunities. By interviewing key players in the Vancouver school food movement, we found that meaningful collaboration is a critical component in creating rich learning experiences that result in a more holistic and integrated perspective on food systems and improved quality of life. The TEGS Project is guided by principles of community-based action research (CBAR), an iterative process using community-university collaboration to identify opportunities, generate knowledge, and devise and implement locally-appropriate action to create desired change. Capturing the stories and experiences of key players represents an important step in articulating the learning emerging from this collaboration. Key Players commented on important networks, challenges, “success stories,” and styles of leadership that facilitate successes. The Key Players study has assisted the Think&EatGreen@School community of learners to better understand practices that constitute ‘ seeds of change,’ to use these seeds to replicate positive actions, and to refine and strengthen the direction of the project.

Published
2016-01-26
How to Cite
Rojas, A., Orrego, E., & Shulhan, S. (2016). Community-Based Action Research in Vancouver Public Schools: Improving the Quality of Children’s Lives through Secure and Sustainable School Food Systems and Experiential Learning. Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning, 1(2). https://doi.org/10.15402/esj.v1i2.98