Utilizing framing theory to construct a typology of farm to school in Georgia

Abstract

Farm to School is one experiential learning approach for educating children about agriculture, food, nutrition, and the environment. On a national level, Farm to School loosely began with The Department of Defense (DoD). On a state level, Georgia Organics is usually credited with formalizing Farm to School in Georgia, but tension exists because other organizations have long used Farm to School concepts. Framing theory was used to explore key messages about Georgia Farm to School’s program in the past and present, as well as future directions. Respondent-driven sampling was used to recruit participants. The “seeds” or initial wave of participants were the past and present directors (n = 2) of Farm to School at Georgia Organics, which is listed by the National Farm to School Network as the key contact for the state. Narrative inquiry and analysis were the main collection and analysis methods used. Six issues frames emerged: background experiences; the problem of child nutrition; the rise of the Georgia Farm to School Alliance; ownership and language; COVID-19’s impact; and reimagining Farm to School. Future research should evaluate the breadth of Farm to School and explore how the tension between educators could impact the future of Farm to School. Practitioners should evaluate whether these messages align with their missions. Researchers and practitioners alike should consider how to redefine Farm to School to better suit how it is practiced.