Volume 94, Issue 1

The Agricultural EDUCATION M A G A Z I N E July/August 2021 Volume 94, Issue 1

Inclusive Pedagogy to Assist 21st Century Agricultural Education EDITOR COMMENTS

All Are Welcome Here! by Gaea Hock

e are kicking off – Let your students get Volume 94 of this to know you magazine with a very All the items above timely and important are practices good teach- Wtopic: Creating a more inclusive ers are already doing. classroom so all students can ben- Now is the time to “level efit from agricultural education. up” to be more empa- My daughter was in Pre-K this thetic, change how we past year and one of the many talk about certain sub- joys (for me) was looking through jects, and critically ana- the monthly Scholastic Book Club lyze current traditions. flyers. One of the many books I As we reflect on the purchased was All Are Welcome past year, we are granted by Alexandra Penfold and Su- the unique opportunity zanne Kaufman. It is about a to examine our activities school in which all people are wel- and determine which comed, valued, and appreciated. should remain and which As a teacher educator I work should be adjusted/ to prepare future agricultural ed- removed. Consider your ucators to be effective teachers. community service and One of the many lessons I share service-learning oppor- with them involves building pos- tunities. What areas are itive relationships and rapport missing? Could you reach with their students. My advice out to new groups you haven’t includes getting to know student previously worked with to es- The articles contained in this names quickly, asking students tablish a more impactful event issue will help you evaluate what to complete information sheets, to help create a more inclusive you are already doing well and attending school events, meeting program? What fundraising pro- the areas you can improve in to parents/guardians, and creating grams are outdated and culturally create a welcoming space for all a safe learning space for students insensitive? Are there better ways students. Change is not easy, but to learn and grow. These practices to secure the funds necessary this last year has illustrated the are not new or revolutionary. We to conduct your program of many ways we can rise to the have been doing them for years activities? What topics are you challenge and keep moving for- and the best teachers recognize teaching in your classroom that ward. Creating a program where the importance of positive stu- could be viewed from multiple all students feel welcomed and dent-teacher-parent relationships. perspectives? Are there FFA com- valued will yield results beyond your expectations. It may not be As I prepared to write my petition events that would more easy, but it will be worth it. editor comments for this issue, fully meet your students needs, I wanted to get a clearer idea of interests, and career aspirations? what it means to create an in- One of the best practices clusive classroom. I located a few of high-quality teachers is con- articles that contained advice stant reflection and growth. Use such as: this issue as an opportunity to Dr. Gaea Hock critically reflect on how you are is an Associate – Learn your students’ names Professor of working to create an inclusive (and how to correctly pro- Agricultural nounce them) classroom, program, school, and Education at community. Young people need Kansas State – Budget time for relationship mentors in their lives who will University and maintenance help them navigate the chal- Editor of The – Engage in one-on-one meet- lenges of “growing up.” How can Agricultural ings/conversations you be a caring and supportive Education Mag- adult for ALL students? azine. – Interact with the parents

2 The Agricultural Education Magazine CONTENTS

Distribution Beginning with Volume 93, Issue 1, Inclusive Pedagogy to Assist 21st (July/August 2020), The Agricultural Education Magazine will be available Century Agricultural Education in electronic format only, free to all, accessed through the website of the Editor Comments National Association of Agricultural All Are Welcome Here!...... 2 Educators at http://www.naee.org/ profdevelopment/magazine. All avail- by Gaea Hock able back issues of the magazines are archived at this web address, also free Theme Editor Comments to all. Agricultural Education for ALL...... 4 by Tiffany Drape Business Manager Dr. Jay Jackman, 2525 Harrodsburg Road, Suite 200, Lexington, Kentucky Theme Articles 40504-3358. Developing More Inclusive and More Effective Agriscience Instruction E-mail: [email protected]. Through Insights from Education Research...... 5 by Craig Kohn Article Submission Articles and photographs should be With a Faith Born Not of Words, but of Deeds: Becoming an Inclusive submitted to the Editor or Theme Ed Agricultural Educator...... 8 itor. They will acknowledge their sub- by Dr. Sarah E. LaRose, Ayanna Ashaki Bledsoe, & Dr. B. Allen Talbert mission. Items to be considered for publication should be submitted at least 90 days prior to the publication Building Equity in our Classrooms through Universal Design date of the intended issue. No items Approaches...... 11 are returned unless accompanied by Jason Headrick, Ph.D by a written request. Articles should be approximately 1500 words. Infor AgriCULTURAL Pedagogies 2.0: Creating an Inclusive Environment mation about the author(s) should for All!...... 14 be included at the end of the article. by Briana Holness, Demikia Surgeon Taylor, Chastity Warren English, Photos and/or drawings appropriate for the “theme issue” are welcomed Chantel Simpson, & Dexter Wakefield and should be submitted as separate files (jpg or tiff format preferred – min- Culturally Responsive Pedagogies in Agricultural Education: Why are imum 300 dpi). A recent photograph we here?...... 17 (jpg or tiff format preferred– mini- by Dexter B. Wakefield & Chasity Warren English mum 300 dpi) of all authors should accompany the article. Articles in the Enhancing the Agricultural Science Classroom by Eliminating Magazine may be reproduced without Microaggressions...... 20 permission but should be acknowl- edged. by Caleb M. Hickman & Dr. Stacy K. Vincent Editor Promising Practices for Creating Inclusive Agriculture Programs...... 23 Dr. Gaea Hock, Associate Professor, by Michael Martin & Katie Hartmann Agricultural Education, Kansas State University, 315 Umberger Hall, Man- We Believe in the Future: Where All Means ALL!...... 26 hattan, Kansas 66506, Phone (785) by Gary Briers, Nelson Coulter, Shelly Gunter, Kellie Seals, Glen Shinn, 532-1166, FAX: (785) 532-5633. Kalyn Tate, & Andrew Wilson E-mail: [email protected]

Students Who Belong, Buy-In...... 30 Publication Information by Eli Parham, Logan Layne, Ruth Ann Layne & Tori Summey The Agricultural Education Mag- azine (ISSN 0732-4677), published AGSPOSURE: Co-Creation of Community Outreach for School Based bi-monthly, is the professional journal Agriculture...... 33 of agricultural education. The jour- by Courtney P. Brown nal is published by The Agricultural Education Magazine, Inc. at 2525 Har- rodsburg Road, Suite 200, Lexington, Increasing Accessibility from Field to Classroom: Considerations from Kentucky 40504-3358. AgrAbility Virginia...... 35 By Garland Mason, Kim Niewolny, & Andy Seibel Design and Layout Dr. Courtney Gibson, Associate Pro- Volume 93 Subject Index...... 38 fessor, Agricultural Communications, Texas Tech University. Volume 93 Author Index...... 41 Email: [email protected]

Front Cover Photo Courtesy of Gaea Hock Back Cover Photos Courtesy of Glen Shinn

July/August 2021 3 THEME EDITOR COMMENTS

Agricultural Education for ALL by Tiffany Drape

It’s time to move beyond basics and create your own plan, be accountable, and state what you will do to create inclusive learning environments for all students.

ublic education is one of more students to our programs shortcomings, our privilege, and the longest running ex- and perhaps agriculture careers. that our way isn’t the only way or periments in the United Implementing inclusive ped- the best way. States, and agricultural agogy is like eating an elephant. It’s not enough to educate Peducation is no exception. This You can only eat one bite at a yourself. It’s time to move beyond country was built on land that time. You can’t do it all at once. basics and create your own plan, did not belong to us by people Adapting your program will take be accountable, and state what who did not ask to be here while time too. You will make mistakes. you will do to create inclusive displacing and exterminating There will be pushback. Inclusion learning environments for all Indigenous Peoples with little re- isn’t just race or religion. It en- students. Agricultural education gard. Integrating these historical compasses neurotypical, ableism, should be for ALL, and there’s precedents into our curriculum technology, access, closed cap- work to be done. This set of arti- and programming may be un- tioning, IEP modifications, lan- cles encompasses expertise from comfortable, but it’s all such an guage, and so much more. While classrooms, from the field, and important part of our nation’s it may feel like an insurmountable from community outreach. It has history. To continue to ignore feat, it’s important to remember been a privilege to work with tal- these truths is to choose to re- to take one bite at a time. ented, caring educators. main complicit in the injustices we see. We cannot change what This issue brings perspec- happened, but we can affect tive from community-based, what happens next. From what middle school, high school, and we teach to who we work with post-secondary educators who in our communities, inclusive all have a common goal: to create pedagogy is possible. Operating more inclusive learning environ- to center the margins in our ments in agricultural education. programs is one way agricultural Each is working toward this education can create inclusive common goal. Each focuses on a learning environments to move different population. Each shares our field into the next century. their successes, and failures, and hopes to help you along your Tiffany is a re- “Adapt or die, Tiffany.” A good own journey to inclusive pedago- search assistant friend said this to me years ago. gy. Reach out to these authors if professor in the How appropriate it remains to- you’d like. They’re committed to department day. We pride ourselves on pro- inclusive pedagogy. of agricultural gramming that is adaptable and leadership and flexible to meet the needs of our Our country is in a season of community students and the communities in reckoning. We are reckoning with education at which we live and work. Now, we hundreds of years of inequitable Virginia Tech. She investigates have the opportunity to adapt to systems, effects of a pandemic, issues around build more inclusive programs, and reckoning with issues around access to education. The work equity and in- teach a more inclusive curricu- clusion in agri- lum, implement inclusive teach- is hard. It forces us to look in the culture and the ing practices, and attract even mirror and acknowledge our own life sciences.

4 The Agricultural Education Magazine THEME ARTICLE

Developing More Inclusive and More Effective Agriscience Instruction Through Insights from Education Research by Craig Kohn

cademic standards at the ples include: an excess emphasis class learning opportunities may state and national level on memorizing vocabulary, lack not be feasible for some students; are generally an import- of relevance to students’ lives, pairing opportunities such as ant determinant of what improper pacing, insufficient school-based enterprise and de- Ais taught in classrooms. However, scaffolding, and overly rigid partment internships with virtual as one of the technical writers assessments. Educators can en- SAEs can also support more equi- of the national AFNR academic hance student performances by table learning outcomes. standards (NCAE, 2015), I can attest avoiding narrow assumptions that these standards were not de- about students based on their Strategy 3 – Ensure signed to fully address all aspects background and maintaining Relevance to Students’ Lives: of instruction. During my time as rigorous expectations for all stu- Instruction that is unrespon- an agriscience instructor, it was dents (Nisbett, 2009). sive to students’ individual back- particularly evident that the AFNR grounds adversely affects their standards did not provide guid- Strategy 2 – Balance Access engagement with course content ance for developing instruction to Authentic Opportunities: (Rogoff, 2003). This concern is par- that is meaningful and relevant Students often have disparate ticularly relevant to agricultural for all students regardless of per- access to learning opportunities education - while the consump- sonal background. Nevertheless, outside the classroom, including tion of food is universally relevant, education research is increasingly varying access to industry profes- the production of food certainly recognizing the importance of at- sionals and to authentic learning is not. Instruction that directly re- tending to diversity, equity, and in- environments. These disparities lates to the individual lived expe- clusion for enabling informed rea- can exacerbate disparities in riences of students will also yield soning and decision-making (NRC, academic achievement (NRC, more productive reasoning and 2012). In this article, I will use in- 2012). For example, if students sense-making, resulting in more sights taken directly from peer-re- with personal experiences in advanced cognitive skill develop- viewed educational research pub- agriculture are generally more ment (NRC, 2012). This requires a lications to provide strategies for likely to achieve higher grades in balance between subject matter creating more inclusive pedagogy a given agriscience course simply content and student interests. while simultaneously enabling because of their background, this As an example, I collaborated more robust learning outcomes in is likely inconsistent with instruc- with instructors to develop a AFNR contexts. tion that is fully inclusive. “Career and Community Con- As a former agriscience in- nections” lesson for use at the Strategy 1 – Acknowledge All structor, I personally found that end of weekly units to improve Students Can Learn: SAE’s were an excellent opportu- instructional relevance. Students The first step for creating in- nity to lessen some of these kinds first form interest groups to clusive pedagogy is for educators of disparities. A network of local identify connections between to consider their own assump- industry professionals who can the subject matter and their tions about students’ abilities. provide meaningful placement future careers. They then discuss Comprehensive investigations opportunities in relevant au- how the course content aligns or of classroom learning (e.g., NRC, thentic environments can lessen conflicts with their SAE experi- 2000) demonstrate that in the achievement gaps in agriscience ences and prior life experiences. overwhelming majority of cases, contexts. Instructors need to be This provides an opportunity to all students are capable of learn- mindful however that students show the relevance of subject ing complex subject matter. In may have interests that require matter to students’ lives while most cases, student difficulties collaborations beyond the local providing opportunities for evi- with subject matter are primarily community and outside produc- dence-based argumentation to due to avoidable factors. Exam- tion agriculture. Similarly, out-of- respectfully reconcile any ideo-

July/August 2021 5 logical conflicts. This approach Strategy 5 – Develop Student ing a small landscaping project can also provide insights that Identities as Learners: on school grounds and defending enable the instructor to tailor Educators should be attentive their work using principles of de- future instruction around the to the important role of identity in sign; developing evidence-based interests and goals of students. enabling inclusive pedagogy. This proposals to improve the biodi- For example, students in a nat- includes both the identities stu- versity and carrying capacity of ural resources course who also dents bring into the classroom as a local ecosystem; or allowing express an interest in veterinary well as the sense of identity creat- students to use school gardens to careers might benefit from op- ed and supported by instruction. demonstrate their understand- portunities for deeper investiga- Learning depends not only on ing of production strategies that tions into adverse health effects proficiency in the subject matter, balance productivity, profitability, from specific pollutants or the but also on students’ capacities and sustainability. spread of infectious diseases as to perceive themselves as compe- Opportunities through FFA a result of invasive species. tent learners (NRC, 2012). and through SAEs can also be Strategy 4 – Employ This consideration is par- powerful opportunities for stu- Strategies for Scientific ticularly applicable to labs and dents to develop their identities Language: investigations in agriscience as competent learners in a sub- Scientific vocabulary can be courses. So-called “cookbook” ject area. As an instructor, I en- a significant barrier for some labs (where students achieve a couraged my students and FFA students and can exacerbate predictable uniform outcome members to form intra-curricular achievement gaps. Furthermore, by precisely following rote in- “teams” based on their interests memorization of vocabulary is structions) reinforces disparities and aspirations (such as a tractor largely ineffective for improving and lessens inclusiveness (Kang restoration team, a greenhouse reasoning, critical thinking, and & Zinger, 2019). On the other management team, a depart- decision-making ment animal care (Groves, 1995; Har- team, etc.). I then mon et al., 2005). Instructors should opt for guided students in developing partner- Allowing students opportunities that allow students to use informal lan- ships with local pro- guage and/or native to develop and demonstrate fessionals, business- language to express mastery in reasoning and es, and agencies to their ideas and rea- enhance their op- soning before grad- decision-making. portunities to gain ually incorporating relevant knowledge disciplinary-specific and skills. The terms can reduce unnecessary hand, scaffolded approaches to students’ resulting motivation barriers while strengthening stu- investigations that allow stu- usually far exceeded what I could dent learning outcomes (Brown, dents to choose relevant topics achieve through classroom in- 2006). An instructor should grad- and co-design their methods are struction, and the expertise they ually incorporate vocabulary only more responsive to diverse stu- developed through their collab- after students demonstrate initial dent backgrounds and supports orations provided much more comprehension of the core ideas more robust learning outcomes meaningful career preparation. these terms represent. (Windschitl, 2017). Similarly, re- ducing course content in order Strategy 6 – Utilize Inclusive Ultimately, scientific language to provide students with op- Assessment: should be used in a manner that portunities to design authentic Traditional tests like multiple facilitates meaningful student long-term group projects (i.e., choice exams and essays often fail engagement with phenomena. “learn by doing”) can enhance to accurately gauge what students Any unnecessary vocabulary that students’ self-perceptions as have learned. These tests can also creates barriers to comprehension competent learners. disproportionately impair the per- should be avoided. For example, if formance of students whose first a student can easily name all the To be clear, not all hands-on language is not English and inten- parts of a chloroplast but cannot activities are pedagogically pro- sify the “stereotype threat,” or the explain how plants produce their ductive. Instructors should opt for internalization of identity-based own food, it would be productive to opportunities that allow students assumptions about levels of innate reduce the number of terms and to develop and demonstrate ability (Steele, 2010). Scientists shift the emphasis more towards mastery in reasoning and deci- and industry professionals rarely reasoning and sense-making. sion-making. Examples might in- demonstrate their knowledge and clude: designing and implement- ability through high-stakes per-

6 The Agricultural Education Magazine formances. Rather, they use col- References NGSS Lead States. (2013). Next laborations and iterative drafts to Brown, B. A. (2006). “It isn’t no Generation Science Stan- refine their work before finalizing slang that can be said about dards: For States, By States. their findings and conclusions. this stuff”: Language, identity, Washington, DC: The National Likewise, authentic forms of and appropriating science dis- Academies Press. iterative assessment that allow course. Journal of research in science teaching, 43(1), 96-126. Nisbett, R.E. (2009). Intelligence for collaboration and revision to and How to Get It: Why achieve mastery can more effec- Groves, F. H. (1995). Science vocab- Schools and Cultures Count. tively prepare students for their ulary load of selected second- New York: W.W. Norton. future careers while improving ary science textbooks. School pedagogical inclusiveness. For Science and Mathematics, Rogoff, B. (2003). The Cultural Na- example, an instructor might use 95(5), 231-235. ture of Human Development. a detailed grading rubric to draw New York: Oxford University students’ attention to specific Harmon, J. M., Hedrick, W. B., & Press. areas that need improvement and Wood, K. D. (2005). Research intentionally plan opportunities for on vocabulary instruction in Steele, C.M. (2010). Whistling Viv- students to “revise and resubmit.” the content areas: Implica- aldi: And Other Clues to How Similarly, offering multiple options tions for struggling readers. Stereotypes Affect Us. New for assessment formats can re- Reading & Writing Quarterly, York: W.W. Norton. duce barriers to student achieve- 21(3), 261-280. ment. Ultimately, assessments Windschitl, M. (2017). Planning should elicit students’ capacities Kang, H., & Zinger, D. (2019). What and Carrying Out Investiga- for reasoning and problem-solv- do core practices offer in pre- tions. In Schwarz, C. V., Pass- ing in authentic contexts instead paring novice science teach- more, C., & Reiser, B. J. (Eds.). of merely categorizing students ers for equitable instruction? Helping students make sense based on their mastery of facts Science Education, 103(4), of the world using next gener- and vocabulary. This necessitates 823-853. ation science and engineering shifting the emphasis of instruc- practices. NSTA Press. tion and assessment from “learn- Kohn, C. (2020). Utilizing Three-Di- ing about” to “figuring out.” mensional Science Learning and Situated Instruction to Conclusion. Increase the Adoption of Sus- Developing fully inclusive tainable Knowledge And Prac- pedagogical environments re- tice Among Rural Agriscience quires a much more extensive ef- Students (Paper). Annual fort than the strategies described Meeting of the National Asso- here. However, these strategies ciation for Research in Science can be viewed as a starting point Teaching, Portland, OR. because they can simultaneously improve both the inclusiveness National Council for Agricultural and the effectiveness of class- Education. (2015). National room instruction. In my collabo- Agriculture, Food, and Natural rations with teachers to develop Resources Content Standards, NGSS-aligned agriscience cur- Revised 2015. Retrieved online riculum (www.factsnsf.org), we on March 17th, 2021 at https:// found these strategies can re- thecouncil.ffa.org/afnr/ duce achievement gaps and bol- National Research Council. (2000). Craig Kohn ster performances for students How people learn: Brain, (kohncrai@msu. from all backgrounds (Kohn, edu) is a du- mind, experience, and school: 2020). In fact, our case study al-Ph.D. candi- Expanded edition. National teachers reported students who date in Curricu- Academies Press. previously struggled in other lum, Instruction, and Teacher agriscience courses often bene- National Research Council. (2012). Education as fited the most from these strate- A Framework for K-12 science well as Environ- gies. This suggests that efforts to education: Practices, crosscut- mental Science create more inclusive pedagogy ting concepts, and core ideas. and Policy at in agriscience classrooms can re- National Academies Press. Michigan State sult in wide-ranging benefits for University. all students.

July/August 2021 7 THEME ARTICLE

With a Faith Born Not of Words, but of Deeds: Becoming an Inclusive Agricultural Educator by Dr. Sarah E. LaRose, Ayanna Ashaki Bledsoe, & Dr. B. Allen Talbert

he work we do today as must reflect upon and assess our how we teach, and the impact of Agricultural Educators work with a critical lens. how we educate. cultivates the future of Knowing oneself is the criti- Here are a few tools to help tomorrow. If we are to con- cal first step to promoting Diver- you explore your own iceberg: Ttribute towards building a society sity, Equity, and Inclusion (DEI). that embraces diversity, seeks to – Implicit Association Test An analogy that has proven (https://implicit.harvard.edu/ bring equity to unjust situations, useful in better understanding and includes the voices of an implicit/takeatest.html): Us- this self-discovery process is the ing this tool is an excellent array of different perspectives, iceberg (Figure 1). When we en- then we must consider how our first step in understanding gage with people, we generally how we think. Better under- actions today influence the future engage with elements above of tomorrow. So, what actions can standing the “thinking be- the waterline. However, it is the hind our thinking” illuminates we take? A good starting point elements below the waterline is to examine your own beliefs, some of the unintended that give context to the traits influences on our teaching, evaluate your classroom practic- above. The elements below the es, and assess how your inclusive allowing for us to be better waterline are the nonvisible and aware of own biases. actions are implemented across intangible components of who your Agricultural Education pro- we are (beliefs, values, morals, – Intercultural Effective- gram. These efforts can help your familial background). The ele- ness Scale (https://www. program better prepare your ments below and above the wa- globesmart.com/products/ students to be positive change terline influence implicitly and intercultural-effective- agents before and after gradua- sometimes explicitly, how we ness-scale/): The Intercul- tion, and truly make agricultural educate our students. Recog- tural Effectiveness Scale is education a place for all. nizing the relationship between a tool that evaluates skills iceberg elements is important; necessary for effective in- Who am I and what do I teraction with individuals believe? if we do not understand what is below the waterline, we cannot from different backgrounds. Before we can begin to ad- This assessment offers a dress the issues facing our stu- truly understand who we are, dents both in and outside the classroom, we must take time to do some self-reflection and intro- spection. Just as our classrooms are a microcosm of our society, so are we. When we reach adulthood, we have a sense of who we are and who we want to be. So how does our understanding of ourselves influence our teaching? Teaching is not a neutral practice. Embedded in our teaching are viewpoints, opinions, and perspectives. Central to our teaching mission is to make sure those items align with the needs of our students. To understand how our teaching lands on students we Figure 1. The Diversity Iceberg (Winters, 2013).

8 The Agricultural Education Magazine personalized action plan for Consider what topics you’re How do I integrate inclusive improvement and strategies including in your instruction: practices across my for further development. whose version of agriculture are Agricultural Education – Scaffolded Antiracist Resources you teaching? Is it strictly from Program? (https://tinyurl.com/yaozczxe): the perspective of large-scale A complete Agricultural Edu- A collection of resources for conventional agricultural pro- cation program includes not only White educators on their jour- duction methods, or are you also classroom and laboratory instruc- ney to becoming antiracist. including organic production, tion, but instruction in leadership small-scale producers, the farm- through FFA, and applied learn- What do my instructional to-table movement, or topics of ing experiences through SAE. decisions communicate? food justice? Are we exploring the How are you managing the pro- If you were to ask most racialized history of American ag- gram as a whole to ensure that teachers what they teach, they riculture and discussing solutions values of diversity, equity, and likely would respond with what for how we can move forward? inclusion are evident throughout? What decisions are you making in subject they teach: Agriculture. Look at everything with a crit- your teaching that push your stu- What if we shifted our perspec- ical eye for bias or exclusion. Look dents out of their comfort zones tive and thought about who at photos in teaching materials and expand how they see them- we teach: Students. Students and FFA. We often exclude with- selves in relation to the world? absorb more than the content; out meaning to. We celebrate our they learn about themselves, Here are some tools to help you students’ accomplishments, but how to navigate challenging examine your classroom practices: forget to look critically at who isn’t times, and how to work as a in the photos or teaching materials. member of a team. Students are – The Globally Competent learning both what we explicitly Learning Continuum (http:// – Do photos show gender bias by teach, and what we implicitly globallearning.ascd.org/lp/ only displaying traditional occu- model. This is what is referred to editions/global-continuum/ pations for males and females? home.html): This self-reflec- as the “hidden curriculum,” or – Who is in FFA photos? More tion tool helps educators what the “unwritten, unofficial, importantly, who is missing? and often unintended lessons, develop globally competent – Are prominently displayed values, and perspectives that teaching practices, providing pictures of FFA award recipi- students learn in school” (Great educators with a tool to assess ents only of White students? Schools Partnership, 2015). It is their own dispositions, knowl- essential teachers examine how edge, and skills. There are Your agricultural education ad- their instruction might be com- also sample videos, readings, visory committee, boosters, or oth- municating a hidden curricu- and lesson plans provided to er groups in your community can lum. For example, when incorpo- help support your growth as a be beneficial in assisting in the rating FFA into your instruction, globally competent teacher. creation of relationships with com- is it only related to competitive – The Social Justice Syllabus De- munity members from diverse events like CDEs and LDEs? If sign Tool: A First Step in Do- aspects of agriculture, viewpoints, the only exposure your students ing Social Justice Pedagogy and demographics. This is a good have to FFA is through compet- (https://journals.shareok.org/ next step after making your pro- itive events, you might be inad- jcscore/article/view/87): While gram visibly welcoming and in- vertently communicating that this tool was developed for clusive. This step involves a deeper the only way to be an involved use at the postsecondary set- level of commitment on your part FFA member is to compete. We ting, it presents thought-pro- as the agriculture teacher. When know that FFA seeks to devel- voking questions to evaluate inviting community members to op all students’ potential for your classroom environment be a part of your advisory commit- premier leadership, personal and course content. tee, you must be committed to listening to diverse opinions and growth, and career success, but – University of Michigan In- be willing to implement actions do our instructional practices ventory of Inclusive Teaching based on their input. Having a actually reflect this? When look- Strategies (https://sites.lsa. space at the table for diverse com- ing to examine your own class- umich.edu/inclusive-teaching/ munity members is a start, how- room practices, it is helpful to inventory-of-inclusive-teach- ever, it is critical to actively involve reflect on topics included in your ing-strategies/): A list of strate- them, and to acknowledge the curriculum, cultural perspectives gies to build an inclusive class- work to be done is challenging. you include, your classroom ex- room. Includes a reflection pectations and management, tool to help you assess your Potentially the most difficult and teaching strategies. current teaching practices. step is to be open to doing activities and events in an entirely

July/August 2021 9 different way from the past. Do Conclusion References the CDEs participated in send a If we are to propel Agricultural Great Schools Partnership. (2015, message of inclusion or one of Education into a more inclusive July 13). Hidden Curriculum only production agriculture FFA space, we must first begin with Definition. The Glossary of Ed- members are welcome? Do the ourselves. We must begin to take ucation Reform. https://www. music, social and recreational action by seriously reflecting on edglossary.org/hidden-curric- activities, and special features our own biases and values, class- ulum/ at FFA meetings and events say room practices, and program only rural, White FFA members management practices. The Winters, M. (2013). What is Diver- are welcome? Do the words and future of agriculture and Agricul- sity? Part 4: From Invisibility actions of the FFA members, tural Education depends on us. to Sameness. The Inclusion and possibly advisors, say only How will future generations of Solution. http://www.theinclu- cisgender, heterosexual, Christian agriculturalists look back on our sionsolution.me/what-is-di- students are welcome? actions today? versity-part-4-from-invisibility-to-sameness/ Here are some resources that can help you explore ways to address your program management: – Agricultural Education for All Learning Series (https://www. naae.org/profdevelopment/ onlineseries.cfm): A series of webinar recordings hosted by NAAE, designed to help SBAE teachers become inclusive educators. – Are your Diversity Strategies Missing the Mark? Nine Ways to get it Right (https://www. cultofpedagogy.com/diversity-strategies/): Blog post and podcast from popular education blog Cult of Pedagogy that outlines actionable strategies to implement in your teaching today. – Learning for Justice (https:// www.learningforjustice.org/): Posters, lessons, videos, and the Teaching Tolerance magazine are professional development and classroom resources to address racism, prejudice, and promote social justice.

Dr. Sarah E. Dr. B. Allen Tal- LaRose is an As- Ayanna Ashaki bert is a Profes- sistant Profes- Bledsoe, M. A. sor of Agricul- sor of Agricul- is the Assistant tural Education tural Education Director for in the Depart- in the Depart- Faculty and ment of Agricul- ment of Agricul- Staff Develop- tural Sciences tural Sciences ment at Purdue Education and Education and University in Communica- Communica- the College of tion at Purdue tion at Purdue Agriculture. University University.

10 The Agricultural Education Magazine THEME ARTICLE

Building Equity in our Classrooms through Universal Design Approaches by Jason Headrick, Ph.D.

first learned about universal design in an education class in graduate school at the University of Nebraska-Lin- Icoln and the discussion left me wondering why we did not see the concept applied more. I love examples and think this one helps to set the tone. I am as- suming that today, in one way or another, you have encountered a door. This door probably had a traditional round doorknob on it. But have you stopped to think about the ability of others to open that door using that knob? Chil- dren or those with some disability may not be able to open that door given their abilities. Captain Hook certainly would have diffi- es. When we encounter these ticipate in virtual learning. To be- culty with it (Nesmith, 2016). So students, we might think about gin thinking about equity in our instead of a rounded knob, the ways to make everyone equal classrooms and the larger picture, progression of knobs might take in our classes. Perhaps, instead we can consider the ideas behind us to a door lever/handle. But this of trying to just make our class- universal design. The idea behind might be difficult for individuals rooms equal, we should focus on universal design in an educational in wheelchairs or parents with building equity in our classrooms. system allows us to think critically strollers. These discoveries led The idea of equity in education about the assignments, pedago- to the development of the auto- centers around the term fairness. gy, and procedures we have in matic sliding door that we see in Inequities can be present with place and how fair they are for all shopping malls or grocery stores. biased or unfair policies, practices, of our students- regardless of abil- Those doors can be used by a assignments, programs, or situ- ity. Thinking critically about our variety of people with any ability ations that might result in differ- work as educators and how we level. That is the idea behind ences in educational outcomes, teach can pay off big dividends in universal design. As penned by performance, or success for our the end. one of the original researchers of students. These are not usually the concept, Ron Mace, “Universal The above example helps us out of intent, but typically result to consider that perhaps not all design is design that’s usable by from outdated policies or norms, all people, to the greatest extent of our methods and plans in the and often, have provided an easy classroom come from an idea possible, without the need for ad- solution to a past challenge. aptation or specialized design.” of automatic sliding academic There is a lot of discussion on doors. It can indeed take some We want to see our students equality and equity, especially as work to think about how to use succeed, regardless of back- we have experienced COVID and the concepts of universal design ground, ability, socioeconomic in-person versus virtual learning. in our teaching. Self-reflection status, sexual orientation, race Some students had the resources on our own teaching can help and a multitude of other iden- to be successful and some did us identify ways we might feel tifiers. We might be able to see not. It was (is) difficult to ensure a disconnect in our work with the struggles and injustices our all students had the same access the abilities of our students. We students go through. We become to materials, resources, and even can review the scores on assign- aware of their home life and the technology required to par- ments and correct any chal- their performance in other class-

July/August 2021 11 lenging questions or misleading What are some strategies you students with a series of ques- language. My favorite approach can use to incorporate universal tions to ask themselves while is asking my students what they design into your teaching? One of reading. For me, this approach think and letting them suggest the easiest things I have done is has helped raise the confidence ways to improve the pedagogy to add descriptive text to photos level in the classroom and has or creating alternatives to the on powerpoints or in documents. broadened the voices of those assignments used in the past. For students who might have who participate in the discussion. Of course, it is hard to receive trouble processing the image, Focused learning helps with critiques, but the feedback helps some computer programs read some of the learning objectives you see the world from their the description to them as they set for the lesson and helps your perspective. It is invaluable to scroll over the photo. Adding students be more confident in hear from your students how closed captioning to Zoom or their class preparation. I added they might struggle or ways that videos that you share in the supplemental materials to the they applaud your preprepartion. classroom can be important for assignments list that help build Some preparation work on the students who are visual, auditory, the knowledge toward the topic. front end can help with lessen- or textual learners. Reading com- These include videos, podcasts, ing the work that comes at the prehension is another challenge. art, television shows, music, and end for educators. Individual- It can be very hard for students to even movies to help guide the ized learning plans may not go read text when they do not know conversation and improve practi- away, but your efforts could help the requirements or purpose of cal application. While agricultural improve the success of your stu- the reading assignment. To help leadership is not the main actor in dents during the school year. with comprehension and make forms of popular media, the over- discussion much richer, provide

Self-reflection on our own teaching can help us identify ways we might feel a disconnect in our work with the abilities of our students.

(TOP) Disney uses universal design in creating an equitable experience for park visitors. Sink levels and placement, as pictured, help visitors’ needs to be accommodated and get back to the fun!

(BOTTOM) Equality can make us feel like everyone is pointed in the same direction, but providing equity makes the path visible for everyone as individuals.

12 The Agricultural Education Magazine all content of leadership is visible your classroom. I believe we need and this allows my students to to have focused conversations gain practical application skills on on what can be done within the top of the contextual ones. While agricultural education field and I recognize that not every student how we can share the lessons of in my class navigates the content our classrooms across a broader the same way and my offerings audience. When we consider have some restrictions, I am mak- universal design in an agricultural ing an effort to reach them across education classroom, our minds learning levels and in ways that may automatically go to students might spark increased participa- who have a documented disabil- tion and equity in what I provide ity. But consider how this idea and expect as an instructor. impacts other segments of stu- There are a number of re- dents. Maybe you have a student sources for instructors to learn with undiagnosed ADHD, speech more about universal design and or language challenges (including how to consider its use in your English as a second language), or instruction. There are also lots even students who are academi- of places we can see how the cally gifted. Do our assignments, concept has been applied across exams, and projects help each agriculture and could prove to of those students put their best be beneficial as you think about work forward and demonstrate your approaches to labs or more how they understand what they physical lessons you are demon- are learning? Universal design is strating in the classroom. A few an approach that levels the ac- suggested resources: cess to learning for our students and helps them remove boundaries and barriers that might be 1. Why We Need Universal in place. A more confident and Design (YouTube Video). successful student not only trans- Nesmith, M. (2016, Octo- forms the individual, but has the Jason Headrick ber). TedX Conferences. ability to transform your class- is a partner, fun room and influence the good you uncle, brother, https://www.youtube.com/ son, and cat can do (and are already doing) in watch?v=bVdPNWMGyZY. dad to Georgia your school and community. By 2. Universal Design for Learn- Washington allowing ALL of our students to ing: Creating a Learning Envi- and Oliver New- flourish, we are setting a forward ronment that Challenges and ton-John. He path for our students to be more is passionate Engages All Students (Learn- confident and skilled leaders in about leader- ing Module) presented by the agricultural industry. ship education, Vanderbilt University: https:// agriculture and iris.peabody.vanderbilt.edu/ community module/udl/#content. development, diversity and 3. Reaching All Students: A Re- inclusion and source for Teaching in STEM: helping prepare https://wmich.edu/sites/ future leaders default/files/attachments/ ready to take reachingallstudents.pdf on the world. 4. Agribility: Cultivating Accessi- He’s an assistant professor ble Agriculture: agrability.org. of Leadership 5. Examples from a College & Community Course: https://scholarworks. Development iu.edu/journals/index.php/ at Texas Tech josotl/article/view/2151/2058. University in the Department of Agricultural Education and No doubt some of you reading Communica- this article may have your own tions. applications of universal design in

July/August 2021 13 THEME ARTICLE

AgriCULTURAL Pedagogies 2.0: Creating an Inclusive Environment for All! by Briana Holness, Demikia Surgeon Taylor, Chastity Warren English, Chantel Simpson, and Dexter Wakefield

lston and Williams petence, and (c) students must munities, schools, and children (2004) noted “AgriCUL- develop a critical consciousness from all backgrounds. Today’s TURAL” was a term they through which they challenge the students need to be prepared to created to describe status quo of the current social succeed with a more diverse and Athe importance of educating all order. Recently, the National FFA global workforce than ever before. students in an agricultural pro- Organization developed the ini- There are several strategies gram about the contributions of tiative “Agricultural Education for educators can use to implement ethnic minorities to agriculture. All” that supports every student’s culturally relevant pedagogy with- Most educators invested in agri- advancement and development in their classroom. In this article, cultural education develop their in the FFA (National FFA Organi- we will focus on the following programs on their beliefs on how zation, 2021). National FFA under- three strategies: (1) mini-research learning should take place for stands that all students should projects, (2) chapter collaborations, their students. Several essential have the opportunity to partici- and (3) career exploration. Teach- ideas are needed to educate pate in an agricultural education ers can incorporate cultural aware- students about the technical program as their authentic selves. ness into their curriculum. content presented and In the first strategy, shaped within any edu- mini-research projects can cational setting. Agricul- Preservation of one’s own focus on diverse people tural education programs culture does not require in agriculture or linked to provide students with cultural relevance. Stu- leadership opportunities, contempt or disrespect for dents enjoy learning about personal growth, and other cultures. different cultures, and mi- career success through nority students appreciate three major components: when their teachers are classroom and laboratory Therefore, in 2021 we wanted culturally aware. When assigning instruction, Supervised Agricul- to revisit this concept of AgriCUL- a mini-research project, have stu- tural Experiences (SAE), and FFA TURAL and suggest possible cul- dents complete these projects in (National FFA Organization, 2019). turally relevant 2.0 strategies ag- teams or groups. Teachers can im- There are currently several lenses ricultural education teachers can plement projects involving food, used to shape the understand- incorporate into their classrooms plants, or animal origins by providing and conversation of cultural to benefit all their students. ing students with a list and tracing differences within a classroom. When thinking about diversity, each item’s origin, finding com- What does the concept of cultur- educators should acknowledge monality. Not only would students ally relevant pedagogy genuinely the complexities of how individu- learn about the contributions of mean, and why should we care als can identify themselves. The diverse groups, but they develop as agricultural educators? diversity of learners can be iden- skills involving critical thinking, Alston, English, Faulkner, tified in several ways, such as (1) research, communication, and Johnson and Hilton (2008) noted race, (2) social class, (3) ethnicity, teamwork. Chapter collabora- that diversity concepts must be (4) religion, (5) gender, and (6) tions are the second strategy and consistently interwoven into the ability. Students come to us as involve teachers participating in agricultural education classroom they are. When educators accept “buddy chapters” across the state in formal and informal settings. students as their authentic selves, or country. Teachers will choose an According to Ladson-Billings a safe place for learning is creat- FFA chapter that has a different (1995), culturally relevant peda- ed to help students thrive and student demographic makeup gogy is built upon three criteria: accomplish academic success. As than their chapter. Chapters (a) students must experience noted by the U.S. Department of could collaborate by developing academic achievement, (b) stu- Education (2021), racial and socio- meaningful experiences virtually dents must develop cultural com- economic diversity benefits com- or through service-learning proj-

14 The Agricultural Education Magazine ects. These interactions will allow experiential learning activities References students to create a social network with applications to “real-world” Alston, A., English, C.W., Faulkner, and learn about the backgrounds problems, extending student P., Johnson, S., and Hilton, L. of their peers. According to Woods development from the classroom (2008). Cultivating and invest- (2004), service-learning also helps to the local community. Chapter ing in the agricultural educa- students participate in learning collaborations offer students the tion diversity landscape. The environments that contribute to a opportunity to develop interper- Agricultural Education Mag- greater diversity of experience and sonal skills, network, and learn azine. Retrieved from https:// socialization than if they congre- about community perspectives www.naae.org/profdevelop- gate in traditional classrooms with outside of their own. Lastly, each ment/magazine/archive_is- others much like themselves. of these strategies provides op- sues/Volume80/v80i4.pdf In the third strategy, teachers portunities for career exploration Diversity Inclusion Regarding can coordinate and schedule op- and demonstrates how to nav- Agricultural Science Teachers portunities for career exploration. igate the world as a beginning in Texas Secondary Agricul- Career exploration can include: in- professional within a professional tural Education Programs. viting guest speakers, provide vir- setting. As our nation continues Journal of Agricultural tual demonstrations to the class, to diversify, students must have Education, 52(2), 140–150. or job shadowing and internship these exposures and experiences Retrieved from https://www. opportunities. Teachers can invite to enhance their skill-sets as they jae-online.org/attachments/ and coordinate students with mi- enter the workforce and work to article/1543/52.2.140LaVergne. nority agricultural professionals in meet the needs of our world’s pdf marketing, farming, engineering, increasing population. and medicine. This strategy will Hammond, Z. (2014). The cul- allow for students to see agricul- turally responsive mind- ture through another lens and set: 7 quotes to teach by. to better understand their own Transformative Learning culture and differences within the Solutions. Retrieved from community. Agriculture teachers https://crtandthebrain.com/ need to create a diverse partner- the-culturally-responsive- ship with community members mindset-7-quotes-to-teach to mirror their diversity and in- by/#:~:text=%E2%80%9CPres- clusion efforts. Diversity inclusion ervation%20of%20one’s%20 mirrors a practical, human devel- own%20culture,or%20disre- opment approach to educational spect%20for%20other%20 well-being and social well-being cultures.%E2%80%9D&tex- (LaVergne et al., 2011). The idea is t=%E2%80%9CCulture%20 to expose students to different is%20the%20widening%20 people and ideas than usual. Stu- of,mind%20and%20of%20 dents will realize quickly we are the%20spirit.%E2%80%9D&- more alike than different. text=%E2%80%9CWhen%20 In conclusion, let us remem- I%20dare%20to%20be,im- ber the words of Cesar Chavez, portant%20whether%20I%20 Mexican-American Activist, am%20afraid.%E2%80%9D&- “Preservation of one’s own cul- text=%E2%80%9CBetter%20 ture does not require contempt is%20possible. or disrespect for other cultures.” Ladson-Billings, G. (1995). But (Hammond, 2014). Culturally that’s just good teaching! The relevant teaching strategies case for culturally relevant are possible and strongly en- pedagogy. Theory into Prac- couraged to be incorporated by tice, Vol 34.3 Culturally Rele- agricultural education teachers. vant Teaching. Retrieved from The increasingly collaborative https://nationalequityproject. nature of education has cre- files.wordpress.com/2012/03/ ated a favorable climate for ladson-billings_1995.pdf developing and implementing inclusive and culturally relevant strategies within the classroom. Mini-projects provide hands-on

July/August 2021 15 LaVergne, D., Larke, A., Elbert, U.S. Department of Education. C., and Jones, W. (2011). The (2021). Diversity & Opportunity, Benefits and Barriers Toward #StrongerTogether. Retrieved Diversity inclusion regarding from https://www.ed.gov/di- agricultural science teachers versity-opportunity in Texas secondary agricultural education programs. Jour- Williams, C. and Alston, A. (2004). nal of Agricultural Education, AgriCULTURAL History in 52(2), 140-150. https://doi.org/ the Classroom. The Agricul- 10.5032/jae.2011.02140 tural Education Magazine. Retrieved from https://www. National FFA Organization. (2019, naae.org/profdevelopment/ January 14). Retrieved Febru- magazine/archive_issues/Vol- ary 11, 2021, from https://www. ume77/v77i3.pdf ffa.org/agricultural-education/#:~:text=Agricultural%20 Woods, M. (2004). Cultivating Cul- education%20prepares%20 tural Competence in Agricul- students%20for,fiber%20 tural Education Through and%20natural%20re- Community-Based Service-Learn- sources%20systems.&tex- ing. Journal of Agricultural t=Through%20agricultur- Education, 45(1), 10-20. Re- al%20education%2C%20 trieved from https://www. students%20are,personal%20 jae-online.org/attachments/ growth%20and%20career%20 article/319/45-01-010.pdf success

National FFA Organization. (2021). Agricultural Education for All. Retrieved from https://www. ffa.org/ag-ed-for-all/

Chastity Warren English, Associ- Demikia Sur- ate Professor- geon Taylor, Department of Briana Holness, Animal/Veter- Agribusiness, Agricultural Ed- inary Science Applied Eco- ucator, North- Educator, Path- nomics, and ern High School, way Coordina- Agriscience Ed- Durham, North tor, Northern ucation, North Carolina High School, Carolina Ag- Durham, North ricultural and Carolina Technical State University

Chantel Simp- Dexter B. Wake- son, Assistant field I, Ph.D., Professor - De- currently serves partment of as a Professor Agribusiness, and Associate Applied Eco- Dean of Ac- nomics and ademic Pro- Agriscience grams, School Education, of Agriculture North Carolina and Applied Agricultural & Sciences, Alcorn Technical State State University. University

16 The Agricultural Education Magazine THEME ARTICLE

Culturally Responsive Pedagogies in Agricultural Education: Why are we here? by Dexter B. Wakefield and Chasity Warren English

s I listen to the gavel experienced and knows and build tion, and learning styles (Short strike the podium as my on this existing knowledge? It has and Echevarria, 2005). president speaks before been our experience; people rare- Pang and Sablan (1998) best the members, I often ly lack the “how to” (passive state) described the importance of cul- Awonder, “Why am I here?” Is it – what they do lack is the “want tural pedagogies in pre-service to practice brotherhood, honor to” (active state). Once a “want to” teacher education by saying, agricultural opportunities and attitude is activated, the ``how “many pre-service, as well as responsibilities, or is it to develop to” quickly falls into place. Waiting in-service teachers, are ambiva- those qualities of leadership to for publishers and books to come lent about their ability to teach which an agricultural profession- out to address an exact need ethnically diverse children, and al should possess or be able to within agriculture seems rather their feelings of efficacy seem to TEACH effectively? fruitless. The National Council decline from the pre-service to What is culturally responsive for Accreditation of Teacher Edu- the in-service stage.” Given that pedagogy? It is the ability to cation (NCATE) states: “teachers one out of four jobs in America successfully teach students who must be prepared to identify is agricultural-related, more em- come from cultures other than diverse students’ strengths, weak- phasis needs to be placed on cre- your own. Research shows teach- nesses, aspirations, limitations, ating and implementing inclu- ers often, though unknowingly, and special needs” (Moore, 2015). siveness opportunities through show schools are not welcoming Today’s classroom must cel- inclusive pedagogical training. places for cultural differences. ebrate diversity and encourage When teaching students with Schools at times inadvertently inclusive pedagogy to blend into a background other than their make students feel uncomfort- every school’s curriculum. There own, we recommend teachers able or unwelcome (Garcia, 2001; are many benefits in doing so – it make every effort to learn each Taylor & Whittaker, 2003). There allows us to expand our vision student’s unique background by are fears and pains associated and be proactive in constructing being conscious that a students’ with moving toward providing the kind of lives we value and see cognitive development is based and having the tools to include the contradictions both in our on their learned experiences inclusive pedagogies in teacher society and in others (Merriam & (Sleeter, 2001). education. I would challenge Brockett, 2007). The United States Many secondary agricultural the societal views of inclusive has become more culturally and educators’ social and academic pedagogy in most teacher edu- linguistically diverse (Faltis, 2006). expectations are greatly based cation programs. Many factors Since the 1980s, the population on mainstream and middle-class can affect the instructional has grown at nine percent per culture to which they have expe- environment, one of which is year, creating a significant in- rienced (Alston, English, Faulkner, the communication channels crease in Hispanic, Asian, Pacific Johnson, & Hilton, 2008). A report between students and teachers Islander, Native American, and published by the National Center that impact inclusive learning multiracial people (Files, 2005). for Education Statistics (2014), environments (National Educa- These demographic changes noted that for the first time in tion Association, 2014). have significantly impacted U.S. public schools’ history, most Inclusive pedagogy already America’s public schools, which students would come from mi- exists within the learner’s com- have grown to an enrollment of nority groups. Though the face of munication repertoire – regard- over 50 million students and con- students in agricultural education less where someone hails from tain multiple races, cultures, and is changing, more than 90% of - granted with varying degrees other diversity types (Feller, 2005). classroom teachers throughout of sophistication and mastery Given this factor, diverse students the country are White (Johnson, from a learned environment or are likely to experience conflicts if 2002; National Education Associ- behavior. Perhaps the educator’s schools are not sensitive to their ation, 1997), and desire to teach role, in this case, is to creatively culture, language, family back- in the “rural” type of program take what the student already has ground, religion, sexual orienta- they experienced in high school

July/August 2021 17 (Vincent, Henry & Anderson, 2012). percentages being higher for tasks while being provided Though there is a demographic African Americans (30%), Latino with instructional support. shift of students in agricultural (38%), and children with disabil- 4. Classroom climate – Estab- education, teachers tend to resort ities (28%) (Madrick, 2002; Park, lish a classroom atmosphere back to their comparable back- Turnbull, & Turbull, 2002). When that respects individuals grounds (Werner, 1993), question- working within a field such as and their cultures, that is, ing if they are adequately trained Agricultural and Extension Edu- culturally inclusive bulletin in cultural pedagogies through cation these demographics can boards, books that repre- pre-service training. significantly impact program- sent diverse audiences, Additional inclusion areas ming efforts and interpersonal and writings that provide in educator preparation where relations between colleagues, students with opportunities more emphasis should be ap- students, and related clientele. to share written and oral re- plied are socioeconomics, reli- So, where do we go from ports about their heritage. gion, students with disabilities, here? 5. Assessment – Employ stu- and students classified as Lesbi- “Inclusive education is about dent self-assessment and an, Gay, Bisexual, or Transgender. embracing all, making a com- teacher self-evaluation to According to U.S. Centers for mitment to do whatever it takes better understand cultural Disease Control (2017), roughly 1.3 to provide each student in the relevance in the teaching and million kids, or 8% of high school community—and each citizen in a learning process. students, describe themselves as democracy—an inalienable right 6. Collaboration- Develop rela- lesbian, gay, or bisexual. Individ- to belong, not to be excluded. uals representing this population tionships with diverse families Inclusion assumes that living and while creating instructional often experience high rates of learning together is a better way discrimination and harassment, programs that broaden all stu- that benefits everyone, not just dents’ learning opportunities. but are not usually protected children who are labeled as hav- by school policies. For teachers ing a difference” (Falvey, Givner & to effectively instruct these stu- Kimm, 1995, p.8). Now that the gavel has struck dents, they should know how to its mark and we as agricultural identify intervention methods Teachers need to take an educators have spoken out loud and instructional methods. honest look at their attitude and current practices while initiating in unison, the answer to “Why are Prior studies by Baggett and inclusive practices in teacher we here?.” We are here because Chinoda (1994) indicated that ag- education (Montgomery, 2001). we believe in agriculture with riculture teachers were deficient The teacher should consider the a faith born not of words, but in the proper pre-service knowl- following levels of advice: deeds even though the better edge of teaching students with things we have come to enjoy different abilities or exceptional have come from the struggles of children. Consequent studies by 1. Conduct a self-assessment – former years. Sorenson, Tarpley, and Warnick Assess your relationship with (2005) concluded that agricul- your students, constructively tural teachers are not competent embrace diversity and create in instructing children with an environment that re- needs effectively or possess an sponds to student’s needs. understanding of the Individuals 2. Use a range of culturally with Disabilities Education Act sensitive instructional meth- (IDEA). “Teaching tolerance and ods and materials – The top- appreciation of difference is not, ics can be drawn from the of course, limited to ethnic, re- students’ lived experiences gional, sexual orientation, or lan- and interests. guage differences but includes differences of all types, including 3. Provide explicit, strategic disabilities” (Hallahan, Kauffman, instruction – This shows stu- & Pullen, 2009, p. 103). Socioeco- dents what, why, how, and nomic status is another major when to complete certain factor that should be considered tasks. An excellent exam- when designing an all-inclusive ple of this is instructional learning environment. In the scaffolding. This strategy United States, over 20% of chil- allows students to work in- dren live in poverty, with those dependently to accomplish

18 The Agricultural Education Magazine References Garcia, E.E. (2001). Hispanic ed- SIECUS (2007). Lesbian, gay, bisex- Alston, A., English, C., Faulkner, P., ucation in the United States. ual and transgender youth is- Johnson, S., & Hilton, L. (2008). Lanham, MD: Rowman & Lit- sues. Retrieved on September Cultivating and investing in tlefield. 26, 2007 from http://www.sie- the agricultural education cus.org/policy/LGBTQ_FS.pdf diversity landscape. The Agri- Hallahan, D.P., Kauffman, J.M., & cultural Education Mag. 80(4), Pullen, P.C. (2009). Exceptional Sleeter, C. E. (2001). Making choic- 17-19. Learners: An Introduction to es for multicultural education: Special Education (11th ed.) Five approaches to race, class, Baggett, C.D. & Cinoda, M. (1994). Boston, MA: Pearson Educa- and gender (2nd ed.). New Vocational education for tion. York: Maxwell Macmillan. special needs learners. Paper presented at the Pennsylvania Madrick, J. (2002, June 13). Eco- Sorensen, T.J., Tarpley, R.S., & War- Vocational Education Confer- nomic scene. New York Times, nick, B.K. (2005). In-service ence. Lancaster. PA. C2. needs of Utah agriculture teachers. Proceedings of the Baumgartner, L.M., Caffarella, Montgomery, W. (2001). Creating 24th Annual Western Region R.S., Merriam S.B. (2007). culturally responsive, inclusive Agricultural Education Confer- Learning in Adulthood: A classrooms. Teaching Excep- ence. comprehensive guide. John tional Children, v.33 (4), pp. Wiley & Sons, Inc. 4-9. Taylor, L.S. & Whittaker, C.R. (2003). Bridging multiple Brockett, R.G., Merriam, S.B. Moore, K.D. (2015). Effective In- worlds: Case studies of diverse (2007). The Profession and structional Strategies: From educational communities. Practice of Adult Education: theory to practice. SAGE. Boston: Allyn & Bacon. An introduction. Jossey-Bass. National Center for Education Vincent, S., Henry, A., & Anderson, Falvey, M., Givner, C., & Kimm, C. Statistics (2014). A majority J. (2012). College major choice (1995). What is an inclusive of students entering school for students of color: toward a school? In R. Villa & this year are minorities, but model of recruitment for the most teachers are still white. agricultural education pro- J.Thousand (Eds.), Creating an Retrieved from: https://nces. fession. Journal of Agriculture inclusive school (pp. 1-12). Al- ed.gov/ Education, 53(4), 187-200. exandria , VA : Association for Supervision and Curriculum Pang, V.O., & Sablan, V.A. (1998). Werner, I. (1993). Preservice teach- Development Teacher efficacy. Being reers’ decisions about becoming sponsive to cultural differenc- teachers. Unpublished doc- Feller, B. (2005, June 2). American es. (pp.39-58). Thousand Oaks, toral dissertation, Southern schools packed. Kingston Dai- CA: Corwin Press. Illinois University. ly Freeman, B1. Park, J., Turnbull, A.P. & Turnbull, Files, J. (2005, June 10). Report de- H.R. (2002). Impacts of poverty scribes immigrants as young- on quality of life in families of er and more diverse. New York children with disabilities. Ex- Times, A12. ceptional Children, 68, 151-172.

Dexter B. Wake- field I, Ph.D., currently serves Chastity English as a Professor is an Associate and Associate Professor of Ag- Dean of Ac- ricultural Edu- ademic Pro- cation at North grams, School Carolina A&T of Agriculture State University. and Applied Sciences, Alcorn State University.

July/August 2021 19 THEME ARTICLE

Enhancing the Agricultural Science Classroom by Eliminating Microaggressions by Caleb M. Hickman and Dr. Stacy K. Vincent

“You can’t do that, you’re not from a farm.” “When I look at you, I don’t see color.” “He can’t compete, he can’t afford an FFA jacket.” “Why can’t you act more manly.” “Girls shouldn’t do this, let’s get one of the boys.” “To compete, you need to wear a skirt and straighten your hair.”

he year 2020 will go down ricultural science educators need ing out to others will help to elim- in history books as a year to ensure that everyone has a inate the divide when it comes to of controversy, chaos, and place in agriculture and that their socioeconomic status. sadness. While reading students’ beliefs are understood The subtle act of setting low Tand trying to rationalize this and recognized. Therefore, I took expectations for students from challenging year, there is one a deep dive into examples of mi- particular groups or neighbor- common theme that I have no- croaggressions that these groups hoods is another microaggression ticed: individuals using microag- face and insight into how agricul- teachers unconsciously may do gressions in daily conversations. tural science teachers can combat while teaching. Teachers must Unfortunately, microaggressions microaggressions. realize that students notice these occur regularly in agricultural sci- actions. Therefore, students may ence education. Educators must Socioeconomic status When it comes to socioeco- not participate in class and may understand microaggressions test classroom management and are aware of the harm they nomic status, an array of microaggressions may occur, and it strategies. For myself, I learn my have on students enrolled in agri- students’ names as soon as pos- cultural science. is the teacher’s responsibility to make sure we provide an equal sible and actively notice who I Merriam-Webster Dictionary opportunity for all. For example, call on each day and work to set defines microaggressions as “a teachers may assign a project the same expectations for stu- comment or action that subtly that requires the purchase of sup- dents. Once a teacher is mindful and often unconsciously or unin- plies, though some families do that they are participating in this tentionally expresses a prejudiced not have the money to spend. For microaggression, it is simple to attitude toward a member of a agricultural science educators, correct this behavior. marginalized group (such as racial this project may be a supervised minorities).” Throughout my stud- Disability agricultural experience (SAE). Students with disabilities ex- ies on microaggressions, I have SAEs are a part of the three-com- discovered that microaggressions press that microinvalidation is a ponent model, but students in microaggression they face (Gonza- impact six prominent groups. The one’s program may not be able to categories include socioeconomic les et at., 2015). To fully understand afford starting or maintaining a this microaggression, we must de- status, disability, gender, sexual SAE. Therefore, one must provide orientation, race, and religion. fine microinvalidations. Microinval- accommodations for these stu- idations are actions that exclude, Minority groups must have rep- dents to ensure they are treated resentation in the agricultural negate, or nullify the psychological equally compared to their peers. thoughts, feelings, or experiences science classroom, and teachers School farms, community mem- must include students who vary of individuals who belong to a bers, and local farmers could help marginalized population and/or from themselves effectively. Ag- students with their SAEs. Reach-

20 The Agricultural Education Magazine individuals who have a disability to feel unwelcomed in the shop. In the classroom, teachers and (Sue et al., 2008). Students with In these situations, I encourage students must embrace peoples’ physical and mental disabilities teachers to politely have a conver- race. Color adds depth to one’s may feel they do not belong in the sation with students about this classroom. Once someone states, classroom based on their disability. microaggression towards females. “Everyone can succeed in this Microinvalidations do not al- society if they work hard enough.” Sexual orientation That means people of color are low students with a disability to There are several microag- feel included in one’s classroom. perceived as lazy and/or incom- gressions against the lesbian, gay, petent and need to work harder. Therefore, when teachers decide bisexual, transgender, queer, inter- to have students complete group Therefore, these microaggres- sex, and asexual plus (LGBTQIA+) sions need to end. Students need work, teachers must accommo- community. LGBTQIA+ youth face date students with disabilities. If to see successful agricultural pro- daily challenges in middle and fessionals who look like them. they are not a part of the activity, high school hallways. A prime they feel invalidated. It is our job example is when someone says, Religion to make sure that they come to “That is gay.” For someone in the Religion and the way teachers class and are engaged in learning. community, this invalidates their and students discuss religion Gender sexuality, and it is telling that indi- in the classroom may present Gender microaggressions vidual they are lesser of a person. microaggressions. Therefore, an are relatively simple to identify, Therefore, one must stop this educator must understand the and they are one of the most fre- rhetoric from taking place, and if a microaggressions present when quent forms of microaggressions. teacher hears these words, it must religion is a topic of discussion in As teachers, we demonstrate be discussed and eradicated out one’s classroom. First, as teach- surprise when a boy has good of the classroom. ers, we may vent in the teacher’s handwriting or prefers theater to Not using one’s proper pro- lounge about how it is challeng- sports or when a girl is good at nouns is an example of a mi- ing to discern between students’ calculus and engineering (Wor- croaggression (Pulice-Farrow et cultures, declaring, “Muslim, Hin- meli, 2019). We must be careful al., 2017). Therefore, an educator du – They’re all the same” (Wor- when comparing individuals that needs to ensure they are asking meli, 2019). Muslims and Hindus identify as male and female. The their students for their pronouns. are not the same. Teachers need stereotypes that surround male That means that everyone in to make sure their peers and their and female traits need to end. As the class needs to share their students understand what they teachers, we need to foster rela- pronouns to ensure transgender are talking about before speaking. tionships that allow us to connect individuals feel welcomed in the Additionally, when hosting with our students. With that said, classroom. For myself, I create banquets or events, be aware of I encourage teachers to listen to name tents at the beginning of how invocations are perceived. their students’ interests. Teach- the year. In each corner of my Advisors must be conscious of the ers must encourage students’ paper, I draw pictures to repre- religions students practice (if any) passions no matter the historical sent who I am and include my before creating an insensitive gender association that activity preferred pronouns. An activity situation during an FFA banquet may lie. as simple as a name tent may go or event. Additionally, teachers must a long way, making students feel comfortable in one’s classroom. Conclusion eliminate the stigmas that As educators, we interact surround floriculture and agri- Race with students who vary from cultural mechanics. The stigma Racial microaggressions are us. As agricultural science edu- that floriculture is feminine and brief verbal, behavioral, or environ- cators, we can work together to agricultural mechanics is mascu- mental indignities, whether inten- eliminate microaggression that line must end. We need students tional or unintentional, that com- occurs in our classrooms, our to be excited to be involved in municate hostile, derogatory, or schools, and communities. agriculture, and if students who harmful racial insults toward peo- I am frequently asked how are identify as male want to take ple of color (Sue et al., 2007). For floriculture, encourage them to we going to sustain the growing example, if someone says, “I do not population? Here is my answer: enroll in the course. Concurrently, see color,” that is a microaggres- encourage students who identify make people feel welcome in the sion. The individual who made this agricultural industry. as female to enroll in agricultural comment is dismissing the preva- mechanics. The stigma surround- lence of racism. Therefore, people We all share one goal collec- ing females in an agricultural of color may not feel welcomed or tively to prepare students for ca- mechanic course can cause them feel validated as a person. reers, college, and life after grad-

July/August 2021 21 uation. Microaggressions may References Wormeli, R. (2019). Microaggres- cause educators not to teach to Gonzales, L., Davidoff, K. C., Nadal, sions in the Classroom. AMLE the best of their abilities. Under- K. L., & Yanos, P. T. (2015). Mi- Magazine, 33–37. standing the meaning behind the croaggressions experienced phrases and actions that we use by persons with mental ill- and realizing the harm they have nesses: An exploratory study. on students is essential in provid- Psychiatric Rehabilitation ing students with a well-rounded Journal, 38(3), 234-241. https:// educational experience. There- doi.org/10.1037/prj0000096 fore, our pedagogies must reflect all students and provide an envi- Pulice-Farrow, L., Clements, Z. A., ronment where students’ ideas & Galupo, M. P. (2017). Patterns are appreciated and embraced. of transgender microaggressions in friendship: The role of I am hopeful we can provide gender identity. Psychology students with the most inclusive and Sexuality, 8(3), 189-207. educational experience that https://doi.org/10.1080/1941989 they deserve. By understanding 9.2017.1343745 microaggressions, we can give all students hope by eliminating Sue, D. W., Capodilupo, C. M., the fear that microaggressions Torino, G. C., Bucceri, J. M., cause in our classrooms, schools, Holder, A., Nadal, K. L., & and communities. Esquilin, M. (2007). Racial microaggressions in everyday life: Implications for clinical practice. American Psychol- ogist, 62, 271–286. https://doi. org/10.1037/0003-066X.62.4.271

Sue, D. W., Nadal, K. L., Capodilu- po, C. M., Lin, A. I., Torino, G. C., & Rivera, D. P. (2008). Racial microaggressions against black Americans: Implications for counseling. Journal of Counseling & Development, 86(3), 330–338. https://doi. org/10.1002/j.1556-6678.2008. tb00517.x

Dr. Stacy Vin- cent is an Asso- Caleb Hickman ciate Professor is a Graduate of Agricultural Research As- Education at sistant at the the University University of of Kentucky. His Kentucky. Some research is look- of his research ing at giving a interests are in voice or finding diversity, equity, best practic- and inclusion es for giving within Agricul- voice to under- tural Science represented Programs. populations in the agriculture community.

22 The Agricultural Education Magazine THEME ARTICLE

Promising Practices for Creating Inclusive Agriculture Programs by Michael Martin and Katie Hartmann

e believe that an States policy served to assimilate own, contributed in important inclusive pedagogy by requiring Indigenous people to and meaningful ways to the in school-based ag- utilize European systems of agri- overall history of agriculture, and ricultural education culture (Harris, 2004). Additionally, are still being exploited as cheap Wmust address the historical and eliminating traditional agricultural labor in our food system, often current inequities in agriculture systems and foodways (for exam- suffering terrible health, social, and agricultural education. We ple, the elimination of the buffalo) and economic consequences in realize that this could be new also forced Indigenous peoples the process. and uncomfortable for some to rely on colonists for food and This history of colonization teachers and students, and that agricultural support (Dunbar-Ortiz, and its connections to agriculture some will be resistant to this 2015). Colonization of the peoples, can be taught explicitly as stand- discussion. Nonetheless, you land, and agricultural commodities alone units and also incorporated cannot plant a new crop without went hand in hand. into the larger narrative of the some tillage of the field. Sim- We must not ignore these history of agriculture. Also, tradi- ilarly, you cannot create more parts of agricultural history for tional foodways and agricultural inclusive agricultural education several reasons. First and fore- systems can be taught alongside without explicitly address- Eurocentric systems, em- ing what made or makes phasizing the history, but it exclusive to begin with. Colonization of the also the continued impor- In this article, we lay out tance of these systems some inclusive teaching peoples, land, and for their culture, various and programmatic strat- agricultural commodities worldviews, and ability to egies, which both explore went hand in hand. solve current agricultural the exclusive nature of problems. For example, agriculture as well as open in the case of Indigenous the door for more inclusivity. most, denial through avoidance agriculturalists, it is important Idea #1 – Explore how the may lead students of color feeling to incorporate Indigenous worl- United States was Colonized that their history and context is dviews and agricultural systems through Agriculture irrelevant in agricultural educa- into the curriculum alongside Agriculturalists have typical- tion. Students of color may see Western worldviews. This can be ly not wanted to engage in the the agriculture program as a done through the inclusion of In- challenging discussion of how the place where only white histories digenous Knowledge, Traditional United States historically utilized are affirmed. This leads to the Knowledge, or Traditional Eco- agriculture to colonize. The histo- second issue which emerges logical Knowledge, as it is often ries of Indigenous peoples having from ignoring the historical reality referred to in various educational their land stolen for agricultural of how agriculture in the United contexts. Traditional Knowledge settlements and the enslavement States contributed to coloniza- emphasizes the holistic, relational of people of color as a forced or tion of people of color. A system values in Indigenous cultures, cheap agricultural labor source of whiteness is continually reaf- and the connectedness between seems to be situated as artifacts of firmed in agricultural education people, communities, and the generic United States history rather by ignoring how white people natural world (Latulippe, 2015). than something which directly in- utilized agriculture in systems The concept of “Two-Eyed Seeing” volved agriculture. Colonists set out of oppression. The agriculture is one way that educators have in- to assimilate Indigenous peoples program becomes a place about corporated Traditional Knowledge into Western customs and culture white people and for the preser- into their practice (Michie et al., in various ways, including through vation of the dominance of white 2018). This approach attempts to agricultural methods. Providing people. Importantly, we must not weave Indigenous and Western agricultural support to Indigenous ignore that people of color have knowledges together within the communities through United rich agricultural histories of their curricula to take advantage of

July/August 2021 23 multiple perspectives. When this to define how the FFA Creed still have great importance in can be achieved, the strengths aligns to their lives, along with the agricultural education tradition of both Traditional Knowledge typical freshmen curriculum. and practice. However, agricul- and Western knowledge can be While the Creed remains tural production SAEs limit the utilized to their greatest bene- an important part of classroom number of students who can par- fit, and in recognition that they curricula, the ways that we en- ticipate in those experiences for are both complete knowledge courage students to engage with a variety of reasons, including the systems side by side. Because the Creed can help to create an relatively low number of produc- this approach requires an under- inclusionary classroom space. In tion agricultural operations com- standing of both Indigenous and addition to the traditional class- pared to the general population, non-Indigenous ways of knowing, room exercises outlined above, the propensity of agricultural op- Two-Eyed Seeing requires input students can also be asked to erations to be in rural areas, start- from Indigenous Knowledge engage with the Creed through up costs involved with even small Holders to make sure that efforts other, more modern and relevant agricultural operations, and the remain true (Bartlett et al., 2012). lessons. For example, students white, conservative values which can be asked to do an exercise dominate production agriculture. Idea #2 – Explore the FFA We suggest that encouraging Creed from the Student’s where they write their own Creed, in the style of the existing students to conduct community- Perspective or socially oriented SAEs could The FFA Creed is an integral one, but that pertains to them, their lives, and how they connect help develop a more inclusive ag- part of the FFA. The Creed affirms ricultural education program. the agricultural and personal to agriculture. values which the FFA finds ideal Creating community or socially oriented SAEs is not as chal- within its members. Typically, Further, questions such as freshmen agriculture students lenging as one might suspect. memorize the five-paragraph those below can be asked in These SAE opportunities can be speech and recite it for their the classroom, for students offered alongside agricultural agriculture teacher. If the FFA to discuss in groups, or as production-orientated SAEs member is competing in the FFA for all students to choose from. writing and reflection as- Community-centered SAE proj- Creed Speaking Leadership De- signments: velopment Event, then the mem- ects are experiences which are ber would have to recite the FFA – How do the values from centered on community devel- Creed and answer a few ques- the time that the Creed opment. This could be as simple as building benches for the local tions. In some cases, agriculture was written relate to the teachers may require freshmen park or conducting research on agriculture students to answer values of today? Have local water quality. The easiest questions or write short essays they changed? How? way to make SAEs more socially about the meaning of the Creed. oriented (i.e., school business en- – What does the Creed terprises or service learning) is to While these activities engage mean today? center the experiences on bigger the students with the content – Would you update the issues that are important to the and meaning of the FFA Creed students and their community. and, by extension, the values Creed? Why and how? This could include developing a and ideology of the FFA, the community-based garden in the students often do not have an town or conducting educational opportunity to explore how their Idea #3 – Encouraging activities for children. Important- lives align with these values and students to conduct ly, these kinds of activities can be ideology. We must recognize community- or socially- conceived as both SAEs and FFA that the FFA Creed was written orientated Supervised activities, if you want to create almost 100 years ago and situated Agricultural Experiences synergy in the program. in a context and value sets which Supervised Agricultural Expe- are in most cases very different riences (SAEs) which are centered Final Thoughts from most students in the United on agricultural production are We want to acknowledge the States today. If students who are one the founding principles of work that is happening across the underrepresented in agriculture agricultural education. While county to create a more inclusive education can’t see themselves historical changes have drastically school-based agricultural educa- reflected in the foundational reduced the number of youth tion. These initiatives are happen- components of the FFA, including who intend to enter a career of ing at a variety of levels, including the Creed, this can be exclusion- production agriculture, agricul- the National FFA Organization’s ary. Students need opportunities tural production-orientated SAEs initiative of Agricultural Education

24 The Agricultural Education Magazine for All. These initiatives are im- References Michie, M., Hogue, M., & Rioux, J. portant and great steps forward. Bartlett, C., Marshall, M., & Mar- (2018). The application of both- The challenge is to enable and shall, A. (2012). Two-eyed see- ways and two-eyed seeing encourage agriculture teachers to ing and other lessons learned pedagogy: Reflections on en- incorporate these initiatives into within a co-learning journey of gaging and teaching science their agriculture program. This bringing together Indigenous to post-secondary Indigenous short article serves to give teach- and mainstream knowledges students. Research in Science ers some examples for all compo- and ways of knowing. Journal Education, 48(6), 1205–1220. nents of their program. We hope of Environmental Studies and https://doi.org/10.1007/s11165- that the agriculture teacher read- Sciences, 2(4), 331–340. https:// 018-9775-y ing this article will adopt at least doi.org/10.1007/s13412-012- one of these suggestions and 0086-8 think critically about how their programs serves all students. Dunbar-Ortiz, R. (2015). An Indig- enous peoples history of the United States. Beacon Press.

Harris C. (2004) How did colonial- ism dispossess? Comments from an edge of empire. Annals of the Association of American Geographers, 94(1), 165-182.

Latulippe, N. (2015). Situating the work: A typology of traditional knowledge literature. AlterNative: An International Journal of Indigenous Peo- ples, 11(2), 118–131. https://doi. org/10.1177/117718011501100203

Dr. Katie Hartmann’s research explores systems of inequality and access in formal Dr. Michael J. and informal Martin’s re- agricultural search explores education set- how identities tings; specifi- impact agricul- cally, the ineq- tural education uitable access formally and that Indigenous informally; communities specifically, the have to Cooper- identities sur- ative Extension rounding agri- services and the culture. Michael lived experienc- works at Iowa es of Extension State University. educators collaborating with Indigenous communities today. Katie works at Iowa State University.

July/August 2021 25 THEME ARTICLE

We Believe in the Future: Where All Means ALL! by Gary Briers, Nelson Coulter, Shelly Gunter, Kellie Seals, Glen Shinn, Kalyn Tate, and Andrew Wilson

ith summer and Creating better futures for stu- agogy builds on the FFA motto— Independence dents has always been the focus “Learning to do, doing to learn, Day parades, July of right-minded educators and earning to live, living to serve.” symbolizes new educational institutions. Never Since 2001, Roscoe, Texas has Wbeginnings in America—indi- have the barriers of making that persistently challenged K-12 tra- vidual freedoms, rights, and happen, particularly in rural set- dition and created the Collegiate responsibilities. The FFA vice tings, been so difficult. As if eco- Edu-Nation network (CEN). Today, president reminds us that “The nomic downturns, a pandemic, this transformation produces 100 rising sun is the token of a new political division, and catastrophic percent high school completion. era in agriculture. If we follow weather events were not enough, At the same time, 90 percent of the leadership of our president, the challenges of generational the high school graduates earn we shall be led out of the dark- poverty remain. The image below associate degrees and indus- ness of selfishness and into the underscores the significant chal- try-recognized certifications. Fur- glorious sunlight of brotherhood lenges of creating and sustaining ther, 80 percent of the graduates and cooperation.” With a call for a highly educated and highly are expected to earn bachelor’s leadership, the vice president skilled workforce that stands a degrees or industry-recognized invites the ability to participate chance of lifting rural America out certificates within three years, freely. Embedded in this call are of its current downward spiral. while 70 percent are expected four rallying points—relevant Inclusive pedagogy acknowl- to earn postgraduate degrees or knowledge, participation in edges that important knowledge credentials—all with little or no decisions, a self-governing class- is the knowledge students believe student debt. room, and an optimum learning can be used to solve important Achieving the ambitious environment (Knight, 1999). problems” (Knight). Inclusive ped- learning outcomes stated above requires commitment, at all planning and deployment levels, to several core beliefs and values, including: – Every student can and should have equitable opportunities to learn at high levels. – Every student needs and de- serves caring adult mentors/ teachers to help them achieve at those high levels. – Every school that serves rural students should implement a curriculum and programming designed specifically to guide students toward becoming successful young adults.

Poverty rates in U.S. counties make educating a skilled workforce a continued challenge for educators (USDA ERS, 2019).

26 The Agricultural Education Magazine – Every rural community that out of the darkness of selfishness Likewise, in the 11th-century, holds such aspirations for and into the glorious sunlight of work meant hard, physically de- their youth can achieve them brotherhood and cooperation.” manding drudgery. Today, work only through collective com- Previously, schools were essen- includes physical, mental, and mitment, active involvement, tially authoritarian and governed social efforts to produce value in and purposeful participation by strict boundaries, controls, society. An inclusive pedagogy in the decisions required to and power. Today’s educational (youth instruction), andragogy make those dreams a reality. philosophy shifts to a more stu- (adult instruction), and heutago- When agricultural education dent-centered, project-based gy (self-determined learning) departments/FFA chapters build learning model that balances foster a progressive transforma- upon a solid foundation of a noble decision-making responsibilities tion from teacher-directed to mindset, they will engage in a between students and instruc- teacher-guided to self-governed collective follow-through as the tors requiring a different skill set. learning using all available re- best recipe for success. This foun- Knight describes a self-governing sources. Work today is done using dation of important knowledge classroom that welcomes ALL previously unimaginable artificial is our first rallying point, and it students as equally valued mem- intelligence (AI) interactions with includes shared beliefs and values bers of the learning community. Alexa, Siri, and Wilson smart-as- that incorporate participation in In this inclusive environment, stu- sistants. Texas experts say that decisions. Open meetings—and dents and teachers actively par- in 12 years, 71 percent of workers classrooms—follow American participate in discussions and make will need a certificate or degree liamentary law and lead to partic- sure to listen to others’ views. for the state to stay competitive ipation in decisions as a second Words matter—but their in the global economy (60X30TX). point. Sometimes misunderstood, meanings change over time; take Today, an affordable college de- parliamentary rules provide a “college.” In the 11th-century cul- gree and industry-recognized voice for minority views. Students ture, the Università di Bologna, credentials prepare students for learn to be responsible citizens the first university, college meant a life of opportunity, choice, and in situations where they can civil law study. Fast-forwarding to impact—and narrows the rural exercise ever-increasing power 1650, Harvard College, the oldest poverty gap. and consider others’ views as well American college, aimed to edu- To achieve the aspirations in making decisions. Thus, they cate clergy. Today, public colleges and expectations for inclusive begin to understand citizenship and universities embrace an array pedagogy, we must recognize responsibilities as actual citizens. of purposes from job-driven to important knowledge, partici- The third rallying point for in- life-driven ends. Nonetheless, pate in decisions, encourage a clusive pedagogy is a self-govern- inclusive pedagogy intends to self-governing classroom, and ing classroom. The vice president provide an optimum environ- provide an optimum learning en- forecasts an inclusive pedagogy ment for learning to equip ALL vironment. This transformation where “… we shall (ALL) be led students for life’s frontiers. shifts the mindset among students, teachers, and communi-

July/August 2021 27 ties. Students and teachers work References Graham, L. (2020). Inclusive ed- together to create a supportive CEN Playbook (2020). Matricula- ucation for the 21st century: environment that provides equal tion guide, 2020-2021. https:// Theory, policy and practice. access to learning and allows ALL edu-nation.org/wp-content/ Routledge. students to be fully present and uploads/2020/11/CEN-Play- feel equally valued. book_Oct2020.pdf Knight, T. (1999). Inclusive education and educational theory: At the same time, all stake- Clemson Extension. (n.d.). Offi- Inclusive for what? http:// holders—students, teachers, and cial FFA ceremonies. https:// www.leeds.ac.uk/educol/docu- communities—must realize that www.clemson.edu/extension/ ments/000001106.htm this is “not your grandfather’s scaged/scffa/career-de- Oldsmobile.” A network of schools velopment-events/files/ Moore, G., (2018, November 5). is remapping student success conduct-of-chapter/FFA%20 Origins of the FFA ceremo- using key performance indica- Manual%20-%20Opening%20 nies. The Friday Footnote. tors that embrace the individual and%20Closing.pdf https://footnote.wordpress. and individual differences as the ncsu.edu/2018/11/05/ori- source of inclusive pedagogy. Freire, P., & Macedo, D. (1970, gins-of-the-ffa-ceremonies/ When implemented, ALL stu- 2018). Pedagogy of the op- dents, whether different academ- pressed. Bloomsbury Aca- Nall, M. (n.d.). Simple parliamen- ically, socially, or cognitively feel demic Publishing. tary procedure: Guidelines welcomed, valued, challenged, for better business meetings. and supported in their learning. Gidley, J., Batemen, D., & Smith, C. Cooperative Extension Service. Thus, they are much better pre- (2004). Futures in education: University of Kentucky, Col- pared for a complex world. Paulo Principles, practice and poten- lege of Agriculture. https://psd. Freire (2018) concluded that this tial. Monograph Series 2004, ca.uky.edu/files/simpleparlia- kind of social inclusion could No. 5. Australian Foresight In- mentaryprocedure.pdf replace the hopelessness expe- stitute, Swinburne University. rienced by many disadvantaged https://www.researchgate.net/ Selingo, J. (2015, February 2). students. With that renewed publication/277986293_Fu- What’s the purpose of college: hope comes a sense of security. tures_in_Education_Princi- A job or an education? The The resulting effective and posi- ples_practices_and_potential_ Washington Post. https://www. tive working relationships provide monograph_No_5_the_strate- washingtonpost.com/news/ fruitful ground for self-governed gic_foresight_monograph_se- grade-point/wp/2015/02/02/ education. ries whats-the-purpose-of-college-a-job-or-an-education/

28 The Agricultural Education Magazine Texas FFA Association. (2015). Un- derstanding the parliamentary procedure guide (video). http://texasffa.org/video.aspx- ?ID=75

Weise, M. (2021). Long life learning: Preparing for jobs that don’t even exist yet. Wiley.

Gary Briers is Nelson Coulter Professor in is Assistant Agricultural Professor in the Shelley Gunter Leadership, LSU-Shreveport is an Agricul- Education, and Educational tural Science Communica- Leadership Pro- Teacher and tions at Texas gram, dedicat- FFA Advisor A&M University ed to preparing at Roscoe Col- and engaged in the school lead- legiate High teacher educa- ers of tomorrow School. (sgunt- tion and rural from around er@roscoe. school transfor- the world. (Nel- esc14.net) mation. (g-bri- sonwcoulter@ [email protected]) gmail.com)

Kellie Seals is Glen Shinn is AVID director Emeritus Pro- Kalyn Tate is and teacher fessor at Texas an Agricultural at Roscoe Col- A&M University Science Teacher legiate High and engaged and FFA Advi- School and is a in rural school sor at Roscoe candidate for transformation Collegiate High an EdD in agri- to improve rural School. (ktate@ cultural educa- communities. roscoe.esc14. tion. (kseals@ (g-shinn@tamu. net) roscoe.esc14. edu) net)

Andrew Wilson is the Superin- tendent of Ros- coe Collegiate ISD and is a candidate for an EdD in agricultural education. (awilson@ roscoe.esc14. net)

July/August 2021 29 THEME ARTICLE

Students Who Belong, Buy-In by Eli Parham, Logan Layne, Ruth Ann Layne and Tori Summey

Take some time to answer the following questions based on your personal experiences:

1. What’s a song you can play over and over again and never get tired of? 2. What’s your favorite meal, and when was the first time you had it? 3. What’s a movie that you think every person has to see at least once? 4. What’s a tradition your family does every year that you look most forward to? 5. When giving directions, do you use cardinal directions, street names, inter- sections or landmarks? 6. What do you want to be remembered for?

hen answering illustrate how to recognize your about you beyond the classroom. these questions, culture and begin the thought Ask any agriculture teacher the the themes of process of creating a shared same question, and while the food, upbringing, classroom culture, where all stu- answers may be vastly different, it Wvalues and more came up. They dents bring their own individuali- is likely at one time or another the are just some of what makes up ty and are accepted, encouraged reason someone “bought in’’ to a person’s culture. Culture is the and comfortable. agriculture was because they felt expression of one’s own nature, like they had a place in it. Take the or their way of life and thinking in Creating Buy-In writers of this article for instance: our everyday dealings in art, liter- The first step towards inclusivity is self-reflection and As an African American male ature, religion, values, beliefs and from Atlanta, Georgia that was enjoyments. All of these provide open mindedness. By taking time to answer the questions above, randomly placed in an Agri- a sense of belonging or identity. culture class, Eli did not think Individual culture can lead to you’ve begun to illuminate aspects of culture within your own it was for him. When he went communities of culture, based to Region Rally, where he met on similar cultural aspects where life, but that doesn’t serve to help your classroom interactions if other FFA members who shared individuals feel as if they belong common interests with him and within a group. you fail to apply that knowledge. Human connections are built off welcomed him to their group, he Ever heard the phrase “birds shared experiences. By under- felt as if for the first time he be- of a feather flock together?” Nat- standing how your cultural back- longed at an FFA event beyond urally, there will be individuals a ground can hinder or help you his chapter meetings. person gravitates toward based connect with students, you can For Tori, joining FFA was a on these cultural communities, make a more concerted effort to simple decision as it was one of and those who are naturally po- help everyone feel included. For the only extracurricular activities larized for the same reason. Ac- example, what was the moment offered at her small Agribusiness cording to Maslow’s Hierarchy of you decided agriculture was for and Equine centered charter Needs to motivate students and you? Were you motivated to join school. She was motivated to join achieve higher levels of learning because of family and friends? when she saw her usually shy and and participation, after learners’ Maybe you went to a small school reserved sister grow into a confi- physiological needs and safety and it was one of the few extra- dent leader through the program, needs are met, learners need curricular activities for you to get and realized she didn’t need to the feeling of love or belonging. involved in. Maybe you had an ag- have an agricultural background The purpose of this article is to riculture teacher who truly cared to fit in.

30 The Agricultural Education Magazine As the daughter of two ag- bility right now and in the future. being played, it’s imperative that riculture educators, Ruth Ann’s By not only setting expectations for you remind students of your ex- involvement in her local agri- your students, but also modeling pectations and model the wanted culture education program and what they look like in action, you behavior by encouraging open FFA chapter was pre-established can better enforce those expecta- mindedness. While it is easier to on her first day as a high school tions in your class. It starts with you. write these moments off, follow student. However, she chose to Think of this as setting the through is important. Consistency continue her involvement when it stage for what your classroom while remaining firm but fair is became the common ground for culture can become. What can the key to corrective action. There her and her unique set of friends you do to value the individuality will inevitably be times when you to enjoy themselves in and out of and differences between stu- miss the moment issues occur, the classroom. dents in your class? There are but you will never miss the oppor- In Logan’s hometown of several ways to involve the cultur- tunity to make it right. Manning, South Carolina the FFA al aspects of every student. For Moving forward, know that chapter was active in primary, ele- example, in the beginning of each your work is good work, and a mentary and middle school. From semester, have students fill out a cycle of reflection is necessary the PALS partnership, to planting survey as their bell work. Ask stu- for your actions to become great. trees for Arbor Day and 8th grade dents to share their favorite food Be prepared for the moments recruitment events; students in- and the type of music that makes when mess ups happen. From cluding Logan grew up knowing them feel alive. You can add in personal experience, we have all what FFA was before ever step- other “getting to know you” ques- mispronounced names or mis- ping foot into high school. Being a tions too. This may seem like a identified students in our classes. part of the FFA chapter was easy, simple task, but in the end it will When those moments occur, it’s the part that sold Logan occurred give you a great place to start important to give the class an when Coach Haynes pulled him connecting with your students. opportunity to correct you. We into the office adjacent to the Make your classroom a safe space have all experienced the discom- shop to ask if he would be on the where students know that every fort of being wrong, but when Parliamentary Procedure team his day, during bell work you will play we embrace corrective action, we freshman year. someone’s favorite music. No one empower students to bring their In short, someone or some- can demean or diminish what is own individuality to our class- thing made them feel like they played and everyone’s day will rooms. Thoughtful responses to belonged. The challenge of cre- eventually come. mistakes are signs of growth. By ating a shared classroom culture In an environment where a asking a student to correct you is not being everything for every multitude of cultures are brought after something as simple as mis- student, but instead making ev- together; differences will be evi- pronouncing their name, you are ery student feel as though they dent, and issues may occur. In the creating a space where students have a place and value within event that anyone feels as though feel valued, and vulnerability can the classroom. they have been offended or treat- be reciprocated. How can you create “buy in” ed unfairly, it is your responsibility It’s Up To You moments for your students? to take action. Corrective action As educators, we have What would make them feel serves as the unbiased regula- one of the most rewarding wanted and welcomed? We of- tion of defending your students careers. We have the opportu- fer practical tips on how to cre- culture while making them feel nity to impact the lives of every ate a culture of inclusivity before welcome. Let’s go back to that student who walks through our and after your students enter song example. If students begin doors. That can only be accom- the classroom. to demean or diminish the song plished if we make an effort ev- Extending the Invitation Creating a culture of inclusivity within your class may seem like The challenge of creating a shared a daunting task, but it works well if you start with your own vulner- classroom culture is not being abilities. When we are extended everything for every student, but an invitation, we feel permission instead making every student feel as to accept without fear of embar- rassment. Our hope is that you though they have a place and value can extend an invitation of culture within the classroom. through your own acts of vulnera-

July/August 2021 31 ery day to celebrate student in- References dividuality through acceptance Petkus, E. (2000). A Theoretical and encouragement, even when and Practical Framework for it’s uncomfortable. Service-Learning in Marketing: Although it will be difficult, Kolb’s Experiential Learning it is up to us to create an atmo- Cycle. Journal of Marketing sphere where students from dif- Education, 22(1), 64–70. ferent races, ethnicities, religions, Li & Karakowsky (2001). Do We sexual orientations, home struc- See Eye-to-Eye? Implications tures, socioeconomic statuses, of Cultural Differences for geographical communities, etc., Cross-Cultural Management know they can be themselves and Research and Practice. The truly see the opportunities that Journal of Psychology, 135(5), agriculture has to offer. Will you 501-517 be the person to create the classroom culture that your students deserve and need to realize agriculture is for them? It’s up to you.

Ruth Ann Logan Layne - Layne- Hailing Originally from from central Eli Parham - Eli Manning, South Kentucky with is a 4th year Carolina, Logan a family history Agricultural Ed- teaches high rich in agricul- ucator hailing school agriculture, Ruth Ann from Atlanta, tural education is a third-year GA, currently at Locust Trace agriculture teaching in Agriscience educator at Mesa, AZ. Center in Lex- Leestown Mid- ington, Ken- dle School in tucky. Lexington, Ken- tucky.

Tori Summey- As a born and raised Arizonan, Tori has served 3 years as the Agricultural Education Man- ager for Arizona Farm Bureau.

32 The Agricultural Education Magazine THEME ARTICLE

AGSPOSURE: Co-Creation of Community Outreach for School Based Agriculture by Courtney P. Brown

he idea of community lyzing the decades of inequity and to their needs and desires. Since outreach is nothing new denial of access to these largely many of these communities are to the world of School minority communities, there was marginalized, it is important to ask Based Agricultural Ed- an immediate need to provide yourself, “Why are you engaging Tucation (SBAE). Sharing the support to help these groups grow with these groups? To only inter- beauty of an industry we all love and overcome challenges. AGSPO- act with them or would you like to is critically important in efforts SURE would be our way of provid- empower them to solve the prob- to increase agricultural litera- ing this support. lems their communities face?” It is cy. With this in mind, there are The first focus of AGSPOSURE equally important to ask yourself many minority youth who live in was to form a youth program. about the why behind it all. “What communities denied the oppor- We partnered with a local high is your motivation to engage with tunity to engage with agriculture school, who did not have an SBAE more diverse populations and in the same way other students program in place to introduce our what value do you stand to gain enrolled in SBAE programs do. outreach efforts. The youth pro- from these experiences?” As we I was one of those kids growing gram was open to high-risk high navigated through our youth pro- up, but somehow I found my school students located in an ur- gram, we found two approaches way into agriculture and never ban, underserved community in to be successful in engaging our looked back. Often, as one of the Oklahoma City. Membership was African American students who only African American students offered to any interested student may have never considered agri- in most of my agriculture classes, for free. Students received hand- culture as a viable career. We also I wanted to not only understand books, t-shirts and gardening kits. found immense opportunities for why that was, but also learn what During this year-long program, the deeper benefits of creating a could we as a discipline do to students met monthly to learn more culturally diverse environ- change this. Over the years I have about agriculture, personal and ment within the industry. become increasingly committed professional development, and to diversifying the agriculture in- Empower Minority Youth to embarking on social entrepre- Use Agriculture to Create dustry through efforts to increase neurial projects. During their time agricultural exposure to minority Change Through Co-Creation in the program, students created The notion of having a seat at youth through research and action plans to provide a path to community outreach. the table is a great start, but there actively and effectively pursue is a need to do more than just pro- My commitment to connect their goals. Our membership is vide an opportunity to give input minority communities with agri- 100% African American, affirming on how to improve the build of the culture prompted me to establish that the interest in agriculture ex- table. The freedom to implement AGSPOSURE Inc., an organization ists, but lacks infrastructure to be those suggestions is the key to based in Oklahoma City, Oklaho- implemented as part of SBAE. empowering an individual. ma with the goal of using agricul- We alone cannot undue cen- ture to address many of the issues Our youth members lived in turies of systemic and institutional a community that faced chal- affecting communities that have policy that shunned African Amer- been purposefully left behind and lenges such as food insecurity, icans from entering the agricul- unemployment, and lack of ser- not granted access to equitable ture industry or expand agricultur- access and funding. According to vices. Our students were aware of al literacy. We do have the power the problems and wanted to do the United States Department of as teachers of SBAE programs Agriculture, socially disadvantaged something about them. Paired to create strategies to develop with their instinctive desire to people are those whose members outreach efforts within these com- have been subject to racial or improve their communities, our munities. As possible outsiders, approach to engaging them with ethnic prejudice because of their it is important to evaluate their identity as members of a group the numerous ways in which challenges and needs before agriculture could empower them without regard to their individual entering and work with them to qualities (USDA, 2020). When ana- to motivate them to change co-create programming tailored the communities they lived in.

July/August 2021 33 During our monthly sessions we All of my encounters with indi- If we expect to see more diver- would spend time discussing viduals of different cultures have sity within the agriculture industry plans and projects to address enlightened me and changed we have to meet these diverse the needs they deemed most me for the better. I would sug- populations where they are. We important. We tasked them with gest that if educators approach must accept that we have persist- the responsibility of garnering the diversity with the idea of growth ed with the systemic inequities support of other students outside and impact much broader than that continue to ignore these of the program. Co-creating the production, our industry would communities. We must introduce planning and creation process increase effectiveness in creating more agriculture programs into helped students increase their a more inclusive and welcoming urban schools and continue to buy-in and motivation to execute environment for minorities. expand our own understanding an action plan. While service The biggest takeaway from and knowledge of these popula- projects are not a new concept in working with our youth mem- tions, their culture, their continued agriculture programs, introducing bers was the value they added struggle, and the system that has the idea of agriculture through to my life. My experience echoes put them into these categories. the implementation of a service many others and further proves AGSPOSURE was our opportunity driven project in areas that don’t that diversity within an industry to work with minority youth in an have existing programs is a great is of mutual benefit to all parties influential and unique way. We strategy to present agriculture involved. I see agriculture as part saw success and are confident to these students in a way they of the solution to many of the that SBAE teachers around the would see immediate benefit. problems socially disadvantaged country can certainly do the same. Authentic Value of an Added communities face. Furthermore, Perspective—What’s Your the implementation of more agri- culturally related programs could Reference Motivation to Work with USDA. (2020). United States Minority Youth help significantly change underserved and minority communities Department of Agriculture What is driving our need to Economic Research Service. diversify the agriculture industry... for the better through economic growth and more secure food Author. https://www.ers.usda. growth in production or growth gov/topics/farm-economy/be- within self? accessibility. More partnerships between SBAE programs and ginning-limited-resource-so- Diversifying the agriculture minority communities could also cially-disadvantaged-and-fe- industry needs to account for the broaden our scope as we strive male-farmers/ lived experiences of all our citi- to educate more people on the zens and the consumers we serve. significance of our industry. Ag- The primary value diversity would riculture is so powerful, not only bring to agriculture is not to sim- because of its responsibility to Courtney P. ply push forward capital growth. feed the world, but because of its Brown is a Although, this is certainly a bene- ability to bring people together native of Mem- fit, the greater value of an added and uplift communities. phis, TN and cultural perspective provides us is currently with a much deeper and enrich- Reflect on the following ques- a Graduate ing experience. Many of the dis- tions. How many times have you Teaching Asso- made a determined effort to en- ciate within the cussions we had during our youth Agricultural, Ed- session provided such insight into gage with a community different from your own? Have you consid- ucation, Com- their world. The challenges they munications ered working with a school who is shared humbled me and made & Leadership me even more committed to con- not privileged in having an agri- department necting them to opportunities culture program but could benefit at Oklahoma in agriculture. How they saw the from what you could provide? State Univer- world based on their experiences You, as an SBAE educator, have sity. Brown prompted me to reevaluate my the opportunity to bridge com- also founded munities through your passion for AGSPOSURE personal perspective and explore Inc. in 2018 areas of self-growth. I know if agriculture and create a collaborative and enriching experience. Re- with the goal they choose to pursue a career of introducing search some of your neighboring in agriculture I have no doubt agriculture to they will be game changers, but communities, get to know them, diverse commu- I can’t help but think about the understand their needs, build rela- nities. (court- immense impact they had on me tionships and take the initiative to ney.p.brown@ through sharing their viewpoints. foster the partnership. okstate.edu)

34 The Agricultural Education Magazine THEME ARTICLE

Increasing Accessibility from Field to Classroom: Considerations from AgrAbility Virginia by Garland Mason, Kim Niewolny, and Andy Seibel

o ensure the health, safety ableism—a form of discrimination educate their students about the and wellness of farmers or prejudice that is held against ways those with illness, injury, or and their families, it is crit- people with disabilities or those disability can continue to farm ical to create and sustain perceived to be disabled. (or begin farming) while living Tculturally appropriate services independent lives. Ableism is a form of social and programming related to discrimination against people Here in Virginia, agriculture is promoting physical and mental with physical, social, emotional, a major industry, as it is in many health as well as safe operating and cognitive disabilities based states. In Virginia, the average age practices to support agricultural on the belief that they are “less- of farmers continues to rise as it communities and the individuals er” than non-disabled people. To does all over the country. At pres- who live and work within them. this end, ableism is based on the ent, the average age of farmers in Farm occupations have been con- assumption that disabled people Virginia is 58.5 (United States De- sistently ranked by the Bureau should be defined based on their partment of Agriculture, National of Labor Statistics (U.S. Depart- disability (National Council on In- Agricultural Statistics Service, ment of Labor, Bureau of Labor dependent Living, n.d.). Ableism 2019) on par with the national Statistics, 2020) as among the is pervasive throughout the Unit- average. At the same time, there most dangerous wherein injuries ed States in a number of work are myriad barriers for new farm- and permanent disability are not and learning environments. The ers attempting to gain access to uncommon. Additionally, the agriculture industry is not an ex- the industry as is true in most of average age of farmers has been ception due to the common mis- the country. As farmers age, they on the rise, and with that comes conception that able-bodiedness may experience the physical and illnesses and ailments common is a prerequisite to engage in emotional impacts of aging, as to aging such as impaired vision agriculture. Disability, illness, and well as higher risk of injuries and and arthritis. AgrAbility is a fed- injury, as well as ableist rhetoric wear-and-tear on their bodies as erally funded program operating are common and agricultural ed- a result of the physically intensive in 28 states that directly focuses ucation professionals are critical labor involved in agricultural pro- on increasing the accessibility in helping to promote inclusion duction. Similarly, new farmers and safety of farmers through in the classroom. Importantly, may have injuries or disabilities. education from field to class- agriculture teachers can play an There is growing popularity room. AgrAbility especially helps active role in helping to dispel among military veterans to pur- farmers, farm workers, and farm the myths of ableism in their sue careers in agriculture, some families with illness, injury, or dis- everyday lessons and practices. of whom enter the agricultural ability continue to farm through They can also partner with their workforce with physical and trainings, technical assistance, state’s AgrAbility program to help mental traumas. Last, all farmers and assistive technologies. At AgrAbility Virginia, we strive to assist farmers and farm workers of all ages and abilities with injury prevention and mental health Education before an illness or injury awareness, as well as assistive occurs is a crucial prevention activity technologies that allow injured or that agriculture teachers in the U.S. disabled farmers to continue to farm safely by making decisions can incorporate into lesson plans to and choices on their own ac- encourage health and vitality across cord and according to their own needs. Further, we work to dispel the lifespan. the pervasive myths spread by

July/August 2021 35 are exposed to extreme mental and inclusivity include: gram leaders (for example, FFA stressors imposed by a volatile – Believe people when they and 4-H program leaders) can economy and a changing climate disclose a disability in your emphasize inclusion for people that impact prices and yields. classroom or agricultural with disabilities in agriculture. For both established and new community. Students with disabilities may farmers, it is important to support be placed in agriculture edu- both the physical and mental – Always listen to and support cation programs as an aspect health of all farmers to ensure farmers and farm family of differentiated and main- their safety and wellbeing. members when they request streamed education. Here, agri- an accommodation. At AgrAbility Virginia, we work cultural educators have a role to to provide culturally appropriate – Don’t speak on behalf of a play in modeling inclusion and education about farm safety and farmer with a disability unless diversity in how these educators farm stress to prevent farm ac- they explicitly ask you to. interact and engage with students with disabilities. By prac- cidents and to maintain mental – Reinforce aspects of integrat- ticing affirmation and respect, health and resilience among ed networks and resources agricultural educators can rein- farmers. We believe it is important available to farmers that in- force an inclusive mindset. to educate young people about crease awareness about who the physical and mental health they are and what they do; Further, livestock shows and risks inherent to agricultural jobs. provide examples for physical other agricultural education Education before an illness or in- and mental health support events and venues have con- jury occurs is a crucial prevention and outreach. tinually adapted to better serve activity that agriculture teachers students with disabilities, be they – Ensure you are including in the U.S. can incorporate into physical or emotional. In the past, participants who are repre- lesson plans to encourage health these students may have been sentative of the population and vitality across the lifespan. excluded out of concerns for served by AgrAbility (e.g., in- We also need to do more to break safety or the increased resources corporating participants that down the stigma of mental health that may have been involved are diverse in race, ethnicity, in the farming community. While with what are now considered ability, age, and gender). For it can be daunting, it is important reasonable accommodations. example, partner with Centers to communicate that market One suggestion is to include for Independent Learning for volatility, unpredictable weather, AgrAbility staff and farmer par- improved outreach and edu- and financial loss can amplify per- ticipants who have experienced cation designed and operated sonal stress for farm families, and injury, illness, or disability in such by people with disabilities. heighten the risk of chronic stress events as speakers, mentors, and and depression. At the classroom – When covering safety cur- judges to model inclusivity and level, empathy and openness to riculum, teach students and affirm these individuals’ value these and other systemic issues is young farmers how to safely to the agricultural community, key to abolishing this stigma. This operate equipment and main- which further dismisses the can be challenging in agriculture tain the physical environment myths pervasive within ableism. because we often talk about rug- with a sense of whole-person By incorporating AgrAbility staff ged individualism, the ‘pull your- safety in mind. Under federal and farmer participants, agricul- self up by the bootstraps’ attitude. guidelines agriculture teach- tural teachers can promote the As educators, we can do more to ers can offer certification work and resources provided by shift away from that kind of think- programs for youth to operate AgrAbility within the agricultural ing to create a more inclusive and farm tractors. The curriculum education network. This point of supportive environment for farm- can be found through Purdue connectivity is vital to serving our ers and their families. University or Pennsylvania community members well. State University. We offer a number of strate- It is essential to practice in- gies for agricultural educators to – In addition to AgrAbility, clusivity and dismiss ableism in teach students about disability, partner with community agricultural communities and on safety, and wellness. These strat- organizations (e.g. County the worksite. This can begin with egies can help young people Farm Bureau, local Fire and the practices of agricultural edu- understand the risks inherent to Rescue, and Cooperative cation professionals who can help an agricultural career, reinforce a Extension) to teach and illus- raise awareness about disability, culture of safety, and help dispel trate safe agricultural prac- injury, and illness in our agricul- the myths provided by ableism. tices across the lifespan. tural communities. Moreover, ag- Strategies for agriculture teachers Furthermore, agriculture ricultural education professionals to incorporate a culture of care teachers and agricultural pro- can model inclusivity and educate

36 The Agricultural Education Magazine future farmers about the myths of ableism and how they may practice inclusion in their communi- Resources: ties. A natural partner for these – The AgrAbility Virginia website has contact efforts is AgrAbility. Agricultural information, resources about on-farm safety, educators can check the National AgrAbility Project website for re- at-home safety, and mental health resourc- sources or to find out if there is a es, as well as AgrAbility success stories. state or regional program in their http://www.agrabilityvirginia.org area. An AgrAbility staff person in any state would be more than – The National AgrAbility Project website in- willing to partner with an agri- cludes a toolbox of adaptive technologies, a cultural education professional trove of print and video resources on a vari- to help educate young people or those entering agriculture about ety of topics, and a directory of state AgrA- safety measures and accessibility bility programs. http://www.agrability.org opportunities associated with an agricultural career. – The Occupational Safety & Health Admin- istration website includes a page on youth in agriculture. https://www.osha.gov/SLTC/ youth/agriculture/other.html

References: United States Department of U.S. Department of Labor, Bureau Agriculture, National Agri- of Labor Statistics. (2020, De- cultural Statistics Service. cember 26). National Census (2019, April 11). 2017 Census of Fatal Occupational Injuries of Agriculture Data Now in 2019 [Press Release]. Re- Available [Press Release]. trieved from: https://www.bls. Retrieved from https://www. gov/news.release/pdf/cfoi.pdf usda.gov/media/press-releas- es/2019/04/11/2017-census-ag- National Council on Independent riculture-data-now-available Living. (n.d.). National Coun- cil on Independent Living. https://ncil.org/

Kim Niewolny Andy Seibel is is an Associate an Associate Ex- Garland Mason Professor and tension Special- is the Program Extension Spe- ist with Virginia Coordinator cialist in the Cooperative for AgrAbility Department Extension and Virginia. She is of Agricultural, is a member of housed in the Leadership, and the AgrAbility Department Community Ed- Virginia adviso- of Agricultural, ucation at Vir- ry group. Andy Leadership, and ginia Tech. Dr. focuses his work Community Niewolny serves on youth de- Education at as the Director velopment and Virginia Tech. of the statewide serves as execu- AgrAbility Vir- tive secretary of ginia Program. Virginia FFA.

July/August 2021 37 The Agricultural EDUCATION M A G A Z I N E Volume 93 Subject Index July/August 2020 - May/June 2021

Leveraging Technology to Homegrown Podcasts: Impact of Drones and Gaming Modernize the Agricultural Implementation of Podcasts Technology in a STEM Academy Education Experience for Agricultural and Natural Summer Experience by Quintin Robinson, John Ricketts, July/ August 2020 Resources Education and Engagement Tom Broyles, & Rick Rudd by Peyton N. Beattie, Jacqueline V. Moving the Agricultural Aenlle, & Jamie L. Loizzo Students Discover Career Ready Education Experience Online Skills Through Biotechnology by Gaea Hock Program-Wide Swivl Adoption by Randy Webb, Rachelle Rasco, by Chris Eck, Nathan Smith, & Jon Daniel Steger, & Hannah Scherer Make Technology Work for You Ramsey and Your Ag Ed Program Leveraging Agricultural by OP McCubbins Using GradeCam to Technologies to Facilitate Instantaneously Assess Student Integrated STEM Collaboration Simple Tips to Effectively Promote Performance by Hui-Hui Wang, Neil Knobloch, & Your Program Using Technology by Scott Johnson Bryanna Nelson by Anna Bates, Theresa Murphrey, & Caitlin Stanton The Modern Pen Pal by Jack Elliot & Kerri Vance Using Technology for Engagement, Gamification, and Technology and Agricultural Choice in the Classroom Education Programs: Promoting by Robin McLean Tech-Savvy Ag Students and Teachers Using Virtual Reality (VR) by Gale Wells- Brickhouse, Robert Technology in School-based Cobb, Jr., & Paula E. Faulkner Agricultural Education Programs by Kevin Wells & Jay Solomonson How Integration of Technology in the Agriculture Classroom Zoom, Google Hangout, and Promotes Teacher and Student Skype: Oh My! The Many Ways to Learning Connect Your Program Through by Hailey Batchelor, Robert Cobb, the Power of the Internet Jr., & Paula E. Faulkner by Katrina Swinehart Held Technology in Agriculture, The Power of Google Keeping the Classroom Current by Kathryn Teixeira and Innovative! by Samantha Wilson, Robert Cobb, Utilizing Online Peer Evaluations Jr., & Paula E. Faulkner for Student Accountability in Group Projects Use of Drone Technology in by Chaney Mosley Agriculture: Implications for Agricultural Education by Jay Jayaratne & David Smilnak

38 The Agricultural Education Magazine Using Reading and Writing Cultivating Novice Teachers Maintaining the Fence: to Enhance Your Agriculture Through Meaningful Establishing and Reclaiming Classroom Mentorship Your Boundaries September/ October 2020 November/ December 2020 January/ February 2021

We Are All English Teachers Be the Right Mentor at the Right Boundaries? We Don’t Need No by Gaea Hock Time Stinking Boundaries…Or Do We? by Gaea Hock by Gaea Hock Want to Hear a Secret? by Laura Hasselquist Finding Meaning in Mentorship Lessons from the Giving Tree by Ashley Yopp by Becky Haddad Frontloading Literacy: Strategies to Boost Comprehension The Mentors Creed A Letter to the Profession by Kellie Claflin by Bo/ David Williford by Haley Traini

Literacy Strategies for Engaging Elements of Mentoring Student Balance in the Busyness Students Teachers in Agricultural by Roobie Richards by Krista Pontius Education by Ashley Yopp, Ali Ikner, & Barry The Boundaries that Weren’t Reading Strategies from the Croom by Bibiana Gifft CASE files by Jessie Lumpkins From Sowing to Harvest: Growing An Early Introduction Mentoring Relationships by Amber Rice & Quint Molina Reading for Reflection - The NAAE by Brandie Disberger Virtual Book Club Experience Prioritizing Boundaries by Sarah Warren The Perfect Mentor Doesn’t Exist: by Hannah Wedger How to Establish a Constellation The How’s & Why’s of Building a Writing for Agriscience of Mentors to Become a Star by Tracy Chase & Kayle Lauck Fence Agriculture Teacher by JoAnn Pfeiffer by R.G. (Tre) Easterly III Interactive Notebooks by John Hadenfeldt Avoiding the Burn REACH: A Strategy for Beating the by Jay Solomonson & Trent Wells Burnout Blues BYOT: Build Your Own Textbook by Jason Bullock by Jessica Grundy Book Review: Boundaries by Dr. Henry Cloud The Art of Teaching Agriculture: Book Recommendations from and Dr. John Townsend An Outside Perspective the Profession by Kayla Loewenhagen by Sara Scott Shields Putting the “Soft Skills” in the SAE Ready to Learn More We’re Still Here. The Future of Our by Becky Haddad & Haley Traini Experience Profession Needs Us by Anthony Meals by Carmen Bennett

The Power of Mentorship for Student Teachers by Andra Collins Johnson

July/August 2021 39 Agriscience Research: Tell Me Something Good Grow Your Own! An Internship Preparing the Next May/ June 2021 Model to Retain Preservice Generation of Scientists Agricultural Education Students by Paul C. Aarsvold & Amy Smith March/ April 2021 Focusing on the Good by Gaea Hock Virtual Learning Turns into Virtual Building the Capacity of Our Teaching Students to Face the Unknown “The Adventure Begins” A by Dr. Andrew J. Baker, Alicia By Gaea Hock Retiring Agriculture Teacher’s Flowers, & Daniel McConnville Perspective The Impacts of Agriscience by Greg Schneider How a Five-gallon Plastic Research Bucket became an Agriscience By Jeremy Falk Navigating the Unforeseen: A Laboratory Facility also known as Journey with 17 Lion Queens “The Bucket Brigade” Juggling the Three-Components by Jessica R. Spence by Catherine A. DiBenedetto, of Ag Ed: Using Agriscience Phil Fravel, Katie Gilson, & Kaitlin Research to Tackle All Three at Uniting As Warriors Against Goforth Once Hunger: Finding a Place For by Brooke Thiel Poetry Student Teaching in a Pandemic: by Melanie Miller Foster with Hiram It is All About Perspective Data Collection and Sample Sizes Larew, Carson Letot, & Daniel by Jenna Pfferman, Jay and Experimental Design, Oh My! Foster Solomonson, & Lucas Maxwell by Zachary Callaghan Rising from the Rubble Teaching Undergraduate Professional-Grade Tools: by Regina Smart Students Research Skills Through Strategies for Teaching Experiential Learning Agriscience for All Stages of Looking Beyond Canned Food by Susan Murray & Samantha Teachers Drives: How Collaboration and Siemers by Douglas T. Masser Innovation Can Engage Youth in Addressing Food Insecurity There’s No Time to Sleep in and Healthy Living Within Your Agriscience Class Community by Daniel Knapp by Kameron S. Rinehart, Dr. Jera Niewoehner- Green, & Dr. Amanda 7 Tips for Hosting a Virtual Bowling Agriscience Fair by Madeline Young Constructing Keyhole Gardens to Teach Agriscience and Agriscience Research Workbook Agricultural Literacy by Gaea Hock, Jeremy Falk, & by Nellie Hill, Tom Dormody, Peter Marshall Baker Skelton, & Blake Stogner

How COVID Prompted Service Learning to Come Alive by Shyanne Jones & Brandie Disberger

How can Mastery Learning Elevate Your Classroom? by Kendra Fuelling & Dr. Sarah E. LaRose

The Liberal Art of Agricultural Education by Sarah Cramer

Tragedy of the Commons: Using a Classroom Activity to Teach Students about Complex Natural Resource Systems by Amariah Fischer, Micah Cameron- Harp, & Jordan Morrow

40 The Agricultural Education Magazine The Agricultural EDUCATION M A G A Z I N E Volume 93 Author Index July/August 2020 - May/June 2021

Aarsvold, Paul C. - May/June 2021 DiBenedetto, Catherine A. - May/ Haddad, Becky- January/February June 2021 2021 Aenlle, Jacqueline V.- July/August 2020 Disberger, Brandie- November/ Hadenfeldt, John- September/ December 2020 October 2020 Baker, Andrew J. - May/June 2021 Disberger, Brandie- May/June Hasselquist, Laura- September/ Baker, Marshall- March/April 2021 2021 October 2020

Batchelor, Hailey- July/August Dormody, Tom- May/June 2021 Hill, Nellie- May/June 2021 2020 Easterly III, R.G. (Tre)- November/ Hock, Gaea- July/August 2020 Bates, Anna- July/August 2020 December 2020 Hock, Gaea- September/October Beattie, Peyton N.- July/August Eck, Chris- July/August 2020 2020 2020 Elliot, Jack- July/August 2020 Hock, Gaea- November/ Bennett, Carmen- November/ December 2020 December 2020 Falk, Jeremy- March/April 2021 Hock, Gaea- January/February Bowling, Amanda- May/June 2021 Faulkner, Paula E.- July/August 2021 2020 Broyles, Tom- July/August 2020 Hock, Gaea- March/April 2021 Fischer, Amariah- May/June 2021 Bullock, Jason- November/ Hock, Gaea- May/June 2021 December 2020 Flowers, Alicia- May/June 2021 Ikner, Ali- November/December Callaghan, Zachary- March/April Foster, Daniel- May/ June 2021 2020 2021 Foster, Melanie Miller- May/June Jayaratne, Jay- July/August 2020 Cameron- Harp, Micah- May/ une 2021 2021 Johnson, Andra Collins- Fravel, Phil- May/June 2021 November/December 2020 Chase, Tracy- September/October 2020 Fuelling, Kendra- May/June 2021 Johnson, Scott- July/August 2020

Claflin, Kellie- September/October Gifft, Bibiana- January/February Jones, Shyanne- May/June 2021 2020 2021 Knapp, Daniel- March/April 2021 Cobb, Jr., Robert- July/August Gilson, Katie- May/June 2021 2020 Knobloch, Neil- July/August 2020 Goforth, Kaitlin- May/June 2021 Cramer, Sarah- May/June 2021 Larew, Hiram- May/June 2021 Grundy, Jessica- September/ Croom, Barry- November/ October 2020 LaRose, Sarah E. - May/June 2021 December 2020

July/August 2021 41 Lauck, Kayle- September/October Rinehart, Kameron S. - May/June Wedger, Hannah - January/ 2020 2021 February 2021

Letot, Carson- May/June 2021 Robinson, Quintin- July/August Wells- Brickhouse, Gale- July/ 2020 August 2020 Loewenhagen, Kayla- January/ February 2021 Rudd, Rick- July/August 2020 Wells, Kevin- July/August 2020

Loizzo, Jamie L.- July/August 2020 Scherer, Hannah- July/August Wells, Trent- January/February 2020 2021 Lumpkins, Jessie- September/ October 2020 Schneider, Greg- May/June 2021 Wilson, Samantha- July/August 2020 Masser, Douglas T.- March/April Shields, Sara Scott- November/ 2021 December 2020 Williford, Bo/ David- November/ December 2020 Maxwell, Lucas- May/June 2021 Siemers, Samantha- May/June 2021 Yopp, Ashley- November/ McConnville, Daniel- May/ une December 2020 2021 Skelton, Peter- May/June 2021 Young, Madeline- March/April McCubbins, OP- July/August 2020 Smart, Regina- May/June 2021 2021 McLean, Robin- July/August 2020 Smilnak, David- July/August 2020

Meals, Anthony- September/ Smith, Amy- May/June 2021 October 2020 Smith, Nathan- July/August 2020 Molina, Quint- January/February 2021 Solomonson, Jay- July/August 2020 Morrow, Jordan- May/June 2021 Solomonson, Jay- January/ Mosley, Chaney- July/August 2020 February 2021

Murphrey, Theresa- July/August Solomonson, Jay- May/June 2021 2020 Spence, Jessica R.- May/June 2021 Murray, Susan- May/June 2021 Stanton, Caitlin- July/August 2020 Nelson, Bryanna- July/August 2020 Stogner, Blake- May/June 2021

Niewoehner- Green, Jera- May/ Steger, Daniel- July/August 2020 June 2021 Swinehart Held, Katrina- July/ Pfeiffer, JoAnn- January/February August 2020 2021 Teixeira, Kathryn- July/August Pfferman, Jenna- May June 2021 2020

Pontius, Krista- September/ Thiel, Brooke- March/April 2021 October 2020 Traini, Haley- January/February A special thank you to Katelyn 2021 Ramsey, Jon- July/August 2020 Harbert and Kyndall Hill, Vance, Kerri- July/August 2020 Agricultural Communications & Rasco, Rachelle- July/August 2020 Journalism students at Kansas Rice, Amber- January/February Wang, Hui-Hui- July/August 2020 State University, for doing the layout and design for Volume 93. 2021 Warren, Sarah- September/ Also thank you to Elizabeth Sturgis, Richards, Roobie- January/ October 2020 Agricultural Education student at February 2021 Webb, Randy- July/August 2020 K-State, for compiling the indexes Ricketts, John- July/August 2020 for Volume 93.

42 The Agricultural Education Magazine Catch the Sunshine!

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