Gardeners participating in cover crop research discuss management goals, and choose species to test. Photo: M. Pickoff.
From agriculture to conservation biology to public health, participatory research (also called citizen science) can be a powerful medium for community education and development. When done thoughtfully, participatory research may:
- Create new knowledge to inform practice and policy;
- Nurture participants’ problem-solving skills and leadership potential;
- Build community capacity to enhance environmental quality, health, and livelihoods.
In agriculture, participatory research approaches such as Farmer Field Schools engage farmers, educators, and scientists in testing new practices and reflecting together on what they are learning. Such efforts show promise for creating site-specific agroecological knowledge that helps farmers to implement more sustainable practices, and enhancing all participants’ capacities to refine and share such practices (1-5).
Brooklyn gardeners monitor a planting of oats and field peas, helping the group learn which cover crop species perform best in urban gardens.
I believe that participatory research can catalyze learning that supports community efforts to build more just and sustainable farming and food systems. As part of my dissertation research, I had the privilege of facilitating participatory research on cover cropping practices to enhance soil quality, nutrient cycling, and weed suppression in urban gardens. Sixty Brooklyn community gardeners participated in choosing species to test, planting and monitoring cover crops in their plots, and sharing our findings with other gardeners through field days. Their insights enhanced research design and interpretation with local knowledge of gardening in Brooklyn; their efforts to grow healthy food and green their neighborhoods gave the research meaning; and their enthusiasm and company made it fun!
Below are materials intended for community-based organizations, engaged academic scientists, and Extension educators who are interested in collaborating on participatory research that advances educational, environmental, and social goals in addition to scientific ones.
Research on Citizen Science: Project Design, Outcomes, and Challenges
A participant in our garden-based research leads a field day to share what we’re learning about the best cover crops for urban gardens.
Gregory, M. M., & S.J. Peters. 2018. Participatory research for scientific, educational, and community benefits: A case study from Brooklyn community gardens. Journal of Agriculture, Food Systems, and Community Development, 8(Suppl. 1), 237–259. https://doi.org/10.5304/jafscd.2018.08A.010.
In this case study of participatory research on cover cropping practices with Brooklyn community gardeners, I identify project design elements that may facilitate positive outcomes for science, education, and communities. I also reflect on the challenges of participatory research and how facilitators and supporting institutions might address them.
In this presentation, given at the Cornell Horticulture Department’s annual Graduate Field Review, I:
- Present different traditions of public participation in scientific research (e.g., citizen science, farmer field schools, participatory action research);
- Share a framework linking project design choices with different types of outcomes for science, education, and communities (6);
- Illustrate how the framework can be used to enhance outcomes for education and communities, using examples from my work with gardeners in Brooklyn.
References:
(1) Braun, A.R. and D. Duveskog. 2008. The farmer field school approach — History, global assessment, and success stories. International Fund for Agricultural Development (IFAD). Accessed online at: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.634.8572&rep=rep1&type=pdf.
(2) Jordan, N. and K.D. Warner. 2010. Enhancing the multifunctionality of US agriculture. Bioscience 60:60-66.
(3) Sherwood, S. 1997. Little things mean a lot: Working with Central American farmers to address the mystery of plant disease. Agriculture and Human Values 14:181-189.
(4) Van den Berg, H. and J. Jiggins. 2007. Investing in farmers – the impacts of Farmer Field Schools in relation to integrated pest management. World Dev. 35:663-686.
(5) Warner, K.D. 2007. Agroecology in action: Extending alternative agriculture through social networks. MIT Press, Cambridge, MA.
(6) Shirk, J.L., H.L. Ballard, C.C. Wilderman, T. Phillips, A. Wiggins, R. Jordan, E. McCallie, M. Minarchek, B.V. Lewenstein, M.E. Krasny and R. Bonney. 2012. Public participation in scientific research: A framework for deliberate design. Ecology and Society 17:29. http://dx.doi.org/10.5751/ES-04705-170229.
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