DOI

Summary
This study is concerned with the design of a course to help students make connections between issues of rural community wellbeing to changes in global food system as a result of community-based curriculum. The course consisted of a two-step process including (1) develop a course consisting of service-learning opportunities and online technologies for a class in Hungary and (2) developed an opportunity for a student exchange between Hungary and the U.S to provide experiential learning for both parties. The goals for step (2) were stated to be – (i) internationalise the classroom, (ii) enhance civic engagement by invigorating the curriculum with community-based learning components such as service learning, service learning advocacies and out-of-classroom activities, and (iii) present the links between the social organisation of the food system and rural community vitality. Wright delivers the conceptual framework for civic agriculture and community-based learning. The author then goes on to describe the course. He says the students were first presented with a range of relevant literature made available on the class website as well as a number of links. They then required the students to share findings with one another, encouraging debate and relationship formation. The author then required the students to organise their own service-learning experience which meant hosting a Community Food Expo for local agricultural entrepreneurs. The students were required to hold another similar event at a local food market. The next stage of the course involved the student exchange between Hungary and the U.S. Both sets of students paired with the respective university counterparts and took part in a community-based agriculture activity.

Relevance for Complex Systems Knowledge
This is study is relevant to community development. However, the paper is in the form of informal/unscientific discussion and may also be viewed as an out of date paper being published in 2006. As well as that, the concept is quite basic. In summary, the paper is a discussion about classroom group work and a student exchange to raise awareness of community engagement. It does not offer any significant contribution to the knowledge or teaching of complex systems.




Community based learning is defined here by Mooney & Edwards (2001) as referring ‘to any pedagogical tool in which a community becomes a partner in the learning process’.

Point of Strength
There were no particular strengths in this publication.