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Who is interested in community agriculture projects… 1)as an educator looking to promote hands-on learning and healthy school community? 2)as a rural.

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Presentation on theme: "Who is interested in community agriculture projects… 1)as an educator looking to promote hands-on learning and healthy school community? 2)as a rural."— Presentation transcript:

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3 Who is interested in community agriculture projects… 1)as an educator looking to promote hands-on learning and healthy school community? 2)as a rural development worker in a foreign mission field? 3)as a way to promote food security and provide evangelism opportunities in you urban church?

4 Objective: See the possibilities! Ideas Inspiratio n

5 What is poverty? Broken relationships: 1)with God (poverty of spiritual intimacy) 2)with self (poverty of being) 3)with others (poverty of community) 4)with creation (poverty of stewardship). Corbett, S., & Fikkert, B. (2012). When helping hurts: How to alleviate poverty without hurting the poor... and yourself. Moody Publishers. Poverty is the result of relationships that do not work, that are not just, that are not for life, that are not harmonious or enjoyable. Poverty is the absence of shalom in all its meanings.

6 What is poverty alleviation? Reconciling relationships: 1)Reconciling with God 2)Reconciling with self 3)Reconciling with others 4)Reconciling with creation Corbett, S., & Fikkert, B. (2012). When helping hurts: How to alleviate poverty without hurting the poor... and yourself. Moody Publishers. Poverty alleviation is the ministry of reconciliation: moving people closer to glorifying God by living in right relationship with God, self, others, and creation.

7 The big picture Part I—Case study from Southeast Asia Part II—Sample solutions for a broken food system in the United States Part III—Case study from Milwaukee, WI Part IV—Getting started

8 Case study #1: Evangelist training school Southeast Asia

9 Tangible need……….food security in rural villages Intangible need…….evangelism training Vison: a school at which students learn to be evangelists while simultaneously gaining knowledge in sustainable agriculture practices.

10 Case study #1: Evangelist training school Southeast Asia

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12 Key components: Leadership…Filipino specialist trained by ECHO 1 Labor………...Student workers Techniques…Composting/Soil restoration Rainwater harvesting Erosion control (contouring) Aquaponics 2

13 The big picture Part I—Case study from Southeast Asia Part II—Sample solutions for a broken food system in the United States Part III—Case study from Milwaukee, WI Part IV—Getting started

14 Worldwide…….925 million hungry 11.6 million child deaths/year United States…17.5 million households “food insecure” 33.0% of boys overweight or obese 30.4% of girls overweight or obese “food desert” phenomenon Tangible need: The broken food system

15 Image: Tangible need: The broken food system

16 Tangible solutions: Growing Power (four-season production in WI)

17 Tangible solutions: Growing Power (four-season production in WI) Key components: Four-season production…..…hoop houses solar energy compost heat aquaponics microgreens Urban livestock………….………goats chickens bees worms (vermicomposting)

18 Tangible solutions: Growing Power (four season production in WI)

19 Tangible solutions: Green Bronx Machine (urban education) Image c/o spontaneousinterventions.org

20 Tangible solutions: Green Bronx Machine (urban education) Image c/o spontaneousinterventions.org Key components: Urban education……….project-based learning farm to table cafeteria program reclaim blighted neighborhoods Techniques………….……edible walls green roofs LED indoor grow lights

21 Tangible solutions—Green Bronx Machine (edible walls)

22 Tangible need: The broken food system Solution: Bring high quality food programs into our schools, churches, and urban communities through educational programs and sustainable urban agriculture techniques.

23 Solution: 1)Create a safe environment for the unchurched to talk about their own spirituality and their own brokenness. 2)Create a place where we don’t have to put on a front of false piety and are free to express our own vulnerability and brokenness. Intangible need: Spiritual insecurity

24 The big picture Part I—Case study from Southeast Asia Part II—Sample solutions for a broken food system in the United States Part III—Case study from Milwaukee, WI Part IV—Getting started

25 Case study #2: St. Marcus School Garden Milwaukee, WI

26 Tangible need……project-based learning to enhance math, science, and reading curriculum. increase health and environmental awareness among urban youth. Intangible need…connect children with the bounty God’s creation. create a safe environment for kids to talk about Christ. Case study #2: St. Marcus School Garden Milwaukee, WI

27 Key components: Leadership….school teachers designated to garden. Funding………American Heart Association Teaching Gardens grant. Location……..abandoned Baptist church property. Techniques…composting/soil reclamation raised planting beds outdoor classroom Marketing strategies…beautification projects bbq pit for community events Case study #2: St. Marcus School Garden Milwaukee, WI

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29 The big picture Part I—Case study from Southeast Asia Part II—Sample solutions for a broken food system in the United States Part III—Case study from Milwaukee, WI Part IV—Getting started

30 Getting started: brainstorm Key components: Leadership… Location… Funding… Labor… Growing Techniques… Marketing Strategies…

31 Getting started: Mission statement Mission Statement: WHAT WHAT it does… WHO WHO it does it for… HOW HOW it does what it does…

32 Case Study #3: Peer Support Groups Diabetes Outreach, Lutheran Health Alliance Key component………………………training sessions Training sessions may include: planning a garden composting and vermicomposting building raised beds plant guilds and food forests contouring rainwater harvesting aquaponics edible walls hoop house construction

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