15. Research Partnerships in Education
Paper
The Role of Open Schooling in Community Efforts to Tackle the Silent Pandemic of Antimicrobial Resistance
Irene Drymiotou, Costas Constantinou
University of Cyprus, Cyprus
Presenting Author: Drymiotou, Irene;
Constantinou, Costas
Globally, in the past two decades, societies have grappled with intricate societal challenges, such as the threats to public health and the repercussions of climate change, prompting an urgent need for citizens to actively pursue sustainability (UNESCO, 2020). Recent findings from the Organisation for Economic Co-operation and Development [OECD] (2021) underscore that, in navigating a post-truth era, individuals require not only cognitive skills but also transversal skills and attitudes acquired through lifelong learning to thrive. Addressing these pressing issues necessitates the cultivation of scientifically literate citizens capable of participating in public discourse, employing evidence-based reasoning, and making informed decisions to enhance the overall quality of life. Scientific thinking is identified as a means to develop these skills within the context of science education (Hazelkorn et al., 2015).
However, a persistent global concern revolves around the declined interest in science among students, with repercussions extending to the percentage of graduates in STEM education (26%), notably in Europe (OECD, 2019). Prior research (Drymiotou et al., 2021a) suggests that fostering students' interest in science and encouraging the pursuit of STEM careers can be achieved through active engagement in scientific practices with experts, establishing connections between STEM careers and curriculum topics, and contextualizing science concepts in real-life, personally relevant scenarios. Consequently, educational institutions play a pivotal role in providing such opportunities to students, nurturing them into responsible citizens.
To explore avenues for enhancing students’ interest in science, the present study focuses on investigating the potential of Open Schooling as part of the MULTIPLIERS project (https://multipliers-project.org/). Open Schooling, as conceptualized in this project, involves schools opening up to society through bidirectional collaboration with various stakeholders. This collaboration aims to (a) improve community well-being by raising awareness and co-creating solutions to both personal and socially relevant problems; (b) engage in inquiry processes, knowledge construction, creative action, and dissemination at local and global levels; and (c) enrich school curricula and pedagogical approaches while promoting meaningful learning and competence development (Constantinou & Papadouris, 2012). This conceptualization is based on a systematic review of good practices, including EU Open Schooling Calls, EU-funded projects, initiatives in partner countries, and relevant articles, coupled with a needs analysis conducted through focus group interviews with 45 stakeholders.
Guided by this theoretically and empirically rooted conceptualization, the study developed a framework for an Open Schooling Teaching-Learning Sequence (TLS) (Papadouris & Constantinou, 2016, 2017). Consequently, the study aims to investigate the potential of open-schooling educational actions in enhancing students’ interest in science and their understanding of science careers. The research question guiding this investigation is:
Do open schooling educational actions influence:
(a) students' interest in science?
(b) students' career awareness?
Methodology, Methods, Research Instruments or Sources UsedSituated within the 'Design-Based Research' (DBR) paradigm (Brown, 1992), the study adopts a design-driven and intervention-focused approach. Collaboration among researchers, teachers, STEM experts, and civil society organizations is integral to the study, operating within the classroom environment and extending to the broader community. The research unfolds based on the open-schooling Teaching-Learning Sequence (TLS) framework, centering on the socio-scientific issue of Antimicrobial Resistance (AMR) within the teaching unit of 'Microbes and Disease' (Drymiotou & Constantinou, 2023).
AMR poses a significant threat to health around the globe, placing lives at risk. Compelling evidence indicates that the escalating use of antibiotics, over-prescription, and overconsumption contribute to the rise of resistant bugs (European Centre for Disease Prevention and Control [ECDC], 2022). In the specific context of Cyprus, where this study is situated, the country ranks among the EU/EEA nations with the highest antibiotic consumption (ECDC, 2022). Education and informed action are crucial steps in addressing this critical issue. In this study, we present the implementation of the TLS which was collaboratively developed by researchers, teachers, and biology experts in classroom settings. The implementation involves 20 sessions, each lasting 50 minutes, excluding after-school hours, conducted in a secondary school in Cyprus with a group of 74 8th graders (13-14 years old) and two science teachers.
To explore the impact of open schooling on students' interest and career awareness, a mixed-methods approach was employed, encompassing both quantitative and qualitative data collection methods. Quantitative data were gathered using a modified version of the Scenario Evaluation with Relevance and Interest (SERI) instrument developed by Kang et al. (2021). Complementary qualitative insights were obtained through semi-structured interviews with students after the intervention, focusing on the perceived value of their experience with the open schooling Teaching-Learning Sequence (TLS) in terms of enhancing their interest in science and their awareness of science careers. These student interviews were conducted post-intervention. Quantitative data were analysed using a pre- and post-data comparison to provide an overall indication of students’ interest in science and awareness about science careers. Qualitative data from the interviews with the students were analysed using open coding concerning the features that seemed to enhance interest and career awareness.
Conclusions, Expected Outcomes or FindingsThe findings of this research indicate that open schooling educational initiatives when compared to traditional school science, contribute to students' perception of genuine science as more enjoyable, interesting, relevant, and informative, particularly when these initiatives emphasise novelty, knowledge, and social connections. This preliminary study highlighted specific characteristics that heightened students' interest in science and awareness of potential careers, aligning with prior research (Drymiotou et al., 2021b). These include: (a) organising open schooling events in the broader community; (b) engaging with experts in an authentic setting; (c) participating in scientific practices; (d) promoting and disseminating knowledge, both in general and concerning societal challenges; and (e) encouraging group work and social interaction.
These findings carry significant implications, offering valuable insights to: (a) shape the design of teaching and learning activities within open schooling; (b) advance the open schooling Teaching-Learning Sequence (TLS) framework; and (c) offer practical recommendations for curriculum design and classroom practices, aiming to enhance school science curricula and pedagogical approaches for increased student interest in science and awareness of science careers. It can be contended that these activities served as a gateway for students into authentic scientific experiences, establishing meaningful connections between theoretical knowledge and practical application.
ReferencesConstantinou, C. P. & Papadouris, N. (2012) Teaching and Learning about Energy in Middle School: An Argument for an Epistemic Approach. Studies in Science Education, 48(2), 161-186.
Drymiotou, I. & Constantinou, C. P. (2023). Antimicrobial Resistance Toolkit. MULTIPIERS project. Nicosia. Accessed in https://multipliers-project.org/resources/.
Drymiotou, I., Constantinou, C. P., & Avraamidou, L. (2021a). Enhancing students’ interest in science and understandings of STEM careers: the role of career-based scenarios. International Journal of Science Education, 43(5), 717-736.
Drymiotou, I., Constantinou, C. P., & Avraamidou, L. (2021b). Career-based scenarios as a mechanism, for fostering students’ interest in science and understandings of STEM careers. International Journal of Designs for Learning, 12(3), 118–128.
Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the Learning Sciences, 2(2), 141–178.
European Centre for Disease Prevention and Control [ECDC] (2022). Antimicrobial Resistance in the EU/EEA - A One Health response. Solna, Sweden: ECDC.
Kang, J., Keinonen, T., Simon, S., Rannikmäe, M., Soobard, R., & Direito, I. (2019). Scenario evaluation with relevance and interest (SERI): Development and validation of a scenario measurement tool for context-based learning. International Journal of Science and Mathematics Education, 17(7), 1317–1338.https://doi.org/10.1007/s10763-018-9930-y
Organisation for Economic Co-operation and Development (2021), OECD Skills Outlook 2021: Learning for Life, OECD Publishing, Paris. doi. 10.1787/0ae365b4-en
Papadouris, N. & Constantinou, C. P. (2017) Integrating the epistemic and ontological aspects of content knowledge in science teaching and learning. International Journal of Science Education, 39(6), 663-682. DOI: 10.1080/09500693.2017.1299950.
Papadouris, N. & Constantinou, C. P. (2016) Investigating middle school students' ability to develop energy as a framework for analyzing simple physical phenomena. Journal of Research in Science Teaching, 53(1), 119–145. DOI: 10.1002/tea.21248
UNESCO (2020). Education for Sustainable Development - A Roadmap, ESD for 2030; UNESCO Publishing: Paris, France.
15. Research Partnerships in Education
Paper
Science_Link - a Research Co-operation that Forms Partnerships in Education
Selina Strasser1, Heinrich Mayer2, Franz Rauch3, Christina Pichler-Koban4, Michael Jungmeier1
1Carinthian University of Applied Sciences, Austria; 2UNESCO Biosphere Reserve Carinthian Nockberge, Austria; 3University of Klagenfurt, Austria; 4E.C.O. Institute of Ecology, Austria
Presenting Author: Rauch, Franz
Partnerships in education are essential in order to achieve certain educational goals, especially, when it comes to linking the two aspects of education and practice. The UN Sustainable Development Goals 2030 (UN, 2015) emphasise the central importance of partnerships in achieving the global sustainability goals. After all, the current challenges globally, regionally and locally require the joint efforts of all. It is important that partnerships take place on an equal level, as this gives everyone involved the opportunity to learn from each other.
UNESCO biosphere reserves are one setting in which these partnerships between education and practice are realised and further developed. As model and future regions for sustainable development, UNESCO biosphere reserves also strive to work in partnerships to make the region more sustainable.
Education plays an important role as the context of a more complex and globalised world places new demands on educational theory and practice. An understanding of education that goes beyond the mere transfer of knowledge should therefore be established. An essential task of education is to enable people to develop an awareness of global, regional and local interrelations. Critical reflection on these interrelations plays a central role as well. In this context, it is essential to interpret economic, social, political and cultural processes as developments that can be shaped in order to enable individuals to recognise the opportunities for social participation, co-creation and co-responsibility in society (Wintersteiner et al., 2014). This paper focuses on a biosphere reserve that not only imparts knowledge, but also fulfils an educational and research mission (Zollner et al., 2015). The Carinthian part of the UNESCO Biosphere Reserve Salzburger Lungau & Carinthian Nockberge launched the research co-operation SCiENCE_LINKnockberge in 2013. As part of this co-operation, the Nockberge Biosphere Reserve puts its research and educational mission into practice by working together with the University of Klagenfurt and the Carinthian University of Applied Sciences. The private Institute of Ecology (E.C.O.) co-ordinates the partnership SCiENCE_LINKNockberge. As part of the research cooperation, students from the two educational institutions mentioned are given the opportunity to carry out applied research in the context of a scientific thesis on Bachelor- Master- and Doctoral levels. In this way, science is realised cooperatively in a region of experimentation, learning and research. Through these learning processes, the students involved investigate issues in the biosphere reserve region in diverse areas like nature conservation, tourism, education, law, technical innovations, regional and economical development. The participating universities can offer students current and applied topics for qualification theses. In the international landscape, SCiENCE_LINKnockberge is one of the very few structured and contractually organised partnerships between a biosphere reserve and universities in the sense of co-operative research work and partnership-based knowledge transfer (Falkner & Rauch, 2020).
Methodology, Methods, Research Instruments or Sources UsedOver the past ten years, the results of the research collaboration are evaluated continuously. This includes documenting the student work completed to date (Gruber et al., 2022) and conducting guided interviews with stakeholders. Actors involved in the SCiENCE_LINKnockberge research collaboration are interviewed.
Guided interviews targeted members of the management team of the Nockberge Biosphere Reserve, including the manager and managing director, along with the head of the Institute E.C.O. Additionally, three participating students were interviewed to capture diverse perspectives. The interview guidelines played a crucial role in structuring the interviews, ensuring a focus on research-relevant questions and incorporating the valuable knowledge of the interviewees (Helfferich, 2009).
The introductory question aimed to elicit descriptions of the Nockberge Biosphere Reserve as a model region for sustainable development from the respondents. Overarching key questions delved into milestones, obstacles, and personal experiences. The interviews were transcribed and subjected to content analysis using the approach outlined by Mayring (2022).
Throughout the research process, a commitment to maintaining openness to phenomena found in the research field was upheld. This approach ensured a nuanced understanding of the collaborative efforts within the biosphere reserve and highlighted both achievements and challenges encountered in the pursuit of sustainable development goals.
Conclusions, Expected Outcomes or FindingsMain outcomes of the development and research process are as follows. While biosphere reserve management applies practice-orientated concepts, the culture at universities are more theory-led (Egner et al., 2017). Strong regional anchoring, practicality, usefulness, implementation and action-orientation are the central development parameters in the Biosphere Reserve. The culture at a university, on contrast, is based on academic research and teaching. Additionally, the institutions involved have a different time rhythm, i.e. annual operation and seasonal reference at the biosphere reserve versus semester operation at the universities. The predominant motivation for participating in the SCiENCE_LINKnockberge collaboration among the students interviewed was the intention to be able to reflect and apply the knowledge they got at the university programs into practice. When asked about learning and knowledge gained participation in SCiENCE_LINKnockberge the students mention learning through experience, a creative, open atmosphere, the relevance of informal exchange opportunities and the joint search for solutions. The interviewees see well-founded research experience at an international level as well as multidisciplinary research approaches and perspectives as a strength of the universities. Curiosity, mutual respect and appreciation as well as the courage to try out new things were seen as supporting factors for the collaboration by all partners involved.
The research cooperation produced some helpful tools, like a catalogue of research questions and an online database (NockoThek), in which scientific literature relating to biosphere reserves and completed theses are collected. Since the start of SCiENCE_LINKnockberge, a total of 26 student theses have been successfully completed, published in the newsletter of the Biosphere Region and many of them are incorporated into the practice of the Nockberge Biosphere Reserve. Plans for more in-depth research and evaluation projects are underway to explore current developments, including the integration of digital technology into biosphere reserve management.
ReferencesEgner, H., Falkner, J., Jungmeier, M., & Zollner, D. (2017). Institutionalizing cooperation between biosphere reserves and universities – the example of Science_Linknockberge. eco.mont, 9(2), 77–80.
Falkner, J. & Rauch, F. (2020). SCIENCE_LINKnockberge – kooperativ Forschen, Lehren und Lernen. In A. Borsdorf, M. Jungmeier, V. Braun & K. Heinrich (Hrsg.), Biosphäre 4.0 - UNESCO Biosphere Reserves als Modellregionen einer nachhaltigen Entwicklung (S.161-170). Dortrecht: Springer.
Gruber, V., Macheiner, G., Schaflechner, M., Mayer, H., Rossmann, D., Wolf, L., Schäfer, I., Köstl, T., Piiroja, R., & Huber, M. (2022). Evaluierungsbericht 2012-2022 UNESCO Biosphärenpark Salzburger Lungau und Kärntner Nockberge. Biosphärenpark Salzburger Lungau und Biosphärenparkverwaltung Nockberge, Mauterndorf und Ebene Reichenau.
Helfferich, C. (2009). Die Qualität qualitativer Daten: Manual für die Durchführung qualitativer Interviews (3., überarbeitete Auflage). Wiesbaden: VS Verlag für Sozialwissenschaften.
Mayring, P. (2022). Qualitative Inhaltsanalyse. Grundlagen und Techniken. (13. Aufl.). Beltz.
United Nations. 2015. Transforming our world: the 2030 agenda for sustainable development. https://sdgs.un.org/goals
Wintersteiner, W., Grobbauer, H., Diendorfer, G., & Reitmair-Juarez, S. (2014). Global Citizenship Education: Politische Bildung für die Weltgesellschaft. Österreichische UNESCO-Kommission: Wien.
Zollner, D., Huber, M., Jungmeier, M., Rossmann, D., & Mayer, H. (2015). Managementplan 2015–2025. Biosphärenpark Salzburger Lungau & Kärntner Nockberge – Teil Kärntner Nockberge. 61 p.
15. Research Partnerships in Education
Paper
Transference and Transformation: Agricultural Industry Partnerships for Educational Development and Professional Learning for Teachers
Simone M. Blom, Mathew Alexanderson
Southern Cross University, Australia
Presenting Author: Blom, Simone M.
Abstract
This research explores the co-design, co-development and implementation of a Regenerative Agriculture Mentoring Program (RAMP) that was co-produced in consultation with the agricultural industry and delivered to farmers. The program was highly successful in applying robust educational theory and practice into the agricultural industry in Australia to enhance farmers’ knowledge about approaches to agriculture that encourage greater resilience of the land given the current pressures of climate change. In addition, the program was then used to create a professional learning program for teachers to upskills in regenerative agriculture principles and practices to improve their teaching and learning in the classroom.
Research question
How can industry-based projects be used in educational contexts to enhance teacher knowledge and practice?
Objectives or purposes
- To co-develop, co-develop and implement an educational training program for farmers to transition to more sustainable agricultural practices.
- To transfer the knowledge and skills content of the industry-based program into educational contexts for teacher professional learning.
Perspective(s) or theoretical framework
There is a rapidly growing body of research that is demonstrating an urgent and "fundamental transformation in agriculture is needed" (Gosnell, Gill & Voyer, 2019, p. 2); primarily because the industry contributes an estimated 15 - 30% of greenhouse gases (GHG) (IPCC, 2019; OECD, 2016). It is projected that this could become 50% by mid-century without a targeted effort towards reducing the impact of agricultural practices. Key recommendations from extensive research, point to regenerative agriculture to address these issues for the future resilience of the planet (Gosnell, Gill & Voyer, 2019; Lal, 2020; Massy, 2020; Toensmeier, 2016). Regenerative agriculture is earmarked to effectively adapt to and mitigate the impacts of climate change. It adopts a systems framework to farming that extends beyond "minimising and reducing negative impacts" (Massey, 2020, p.10) to focus on "restoring, improving and enhancing the biological vitality, carry capacity and ecosystem services" (Electris et al., 2019) of the land, and our regions.
Principally in line with Sustainable Development Goals number 2: Zero Hunger and number 13: Climate Action, this paper accepts that "Australian farmers produce enough food to feed 80 million people, including 93 per cent of food consumed in Australia" (Stimpson et al., 2019, p.69). As a significant pillar of the national economy, the agricultural sector also makes a heavy footprint on the natural environment; from changing land and water practices to enhancing the impacts of climate change (OECD, n.d.). Agricultural contributions to climate change are estimated at approximately 25 per cent climbing to a forecasted 50 per cent by mid-century unless urgent and immediate action is taken (OECD, 2019). Furthermore, conventional agricultural practices have been found to be responsible for devastating, large scale global environmental problems and degradation including land use changes resulting in soil erosion, desertification, and climate change. "Transitions to more climate-friendly forms of agriculture [such as regenerative agriculture] have the potential to support ecosystem based adaptation to climate change as well as mitigation through soil carbon sequestration" (Gosnell, Gill & Voyer, 2019, p. 3; see also NGS, 2020; OECD, 2019). Further research affirms that, "global agriculture is already producing enough food to feed 10 billion people. However, about 30% of all food produced is wasted. It is thus important to break the vicious circle of produce, waste, degrade, pollute, and produce more. Therefore, the goal of RA [regenerative agriculture] is to apply the concept of more from less" (Lal, 2020, p.1A). Regenerative agriculture offers an alternative to traditional farming practices which addresses many of the environmental impacts described here.
Methodology, Methods, Research Instruments or Sources UsedMethodological approach and research design
To align with the regenerative agriculture theory underpinning this paper, a participatory action research (PAR) approach has been adopted.
PAR is grounded in collaboration approaches to undertaking research where participants are involved in experiential and transformative practice to address a known problem or issue (Conish et al., 2023). In this study, Australian farmers from two states were invited through email and social media networks to be involved in a program designed to enhance their knowledge of principles and on-farm practices in regenerative agriculture.
The application and registration process included a consent form and a 5-point Likert scale questionnaire (Luke et al., 2021) to determine the baseline data of farmers current principles and practices across a range of different topics such as ground cover, rotational grazing, species diversity and soil structure. Participants who completed the survey were grouped into region-based groups of approximately 6 mentees (participants) and allocated a local and highly qualified and experienced mentor.
The program was founded on the educational practice of mentoring; where group mentoring was enacted following a 6 or 12 month education-based outline. The program was co-designed and co-developed with education academics and experienced, well-known experts in regenerative agriculture and holistic management. Depending on the length of the program (6 or 12 months), mentoring groups met fortnightly or monthly on Zoom to discuss the topic presented in a purposefully created workbook.
In addition, the program facilitated a number of expert webinar sessions and supported on-farm field days in collaboration with local government services such as local councils and land services. On completion of the program, participants were invited to complete the same questionnaire to find out how their thinking had changed around the principles and on-farm practices had changed as a result of the program. This was determined to be the measure of the transformational changes. The questionnaire had additional evaluative questions to determine the success of the education-based model too.
The program was then used to create a professional learning program for teachers in regenerative agriculture – a topic yet to be covered in the national or state curriculum, but one that teachers are highly interested in. The program attracted 120 teachers registered and approximately 60 teachers completing the 6-week online program. The professional learning program did not form part of the formal research, but the evaluative data demonstrated the highly successful nature of the program.
Conclusions, Expected Outcomes or FindingsFindings
The data from the RAMP program was qualitatively analysed using thematic analysis. Six themes emerged from the data which demonstrated the success of the program in effectively and positively facilitating transformative change for farmers in regenerative agriculture principles and practices. In addition, the RAMP model of co-design and co-development with industry resulted in a successful approach for transferring the program into educational contexts for professional learning for teachers.
The six emergent themes from the RAMP were:
Regenerative Agriculture overall
The results of knowledge change, represented as the percentage of participants with sound or very sound knowledge of the topic before and after the program, show significant improvements.
Confidence
Participants expressed confidence in making changes towards regenerative agricultural practices and principles.
Practice change
The program successfully influenced participants to embrace regenerative and sustainable agricultural practices, particularly in the realms of soil health and land management. These substantial shifts underscore a growing awareness among participants of the importance of environmentally conscious farming practices and a resolute commitment to long-term sustainability.
Knowledge change
The program has significantly enriched participants’ knowledge across various facets of regenerative agriculture, emphasizing the importance of biodiversity, grazing management, natural cycles, soil health, and ecological sustainability.
Principles
The results indicated participants’ average ratings on various regenerative agriculture principles before and after the program. Some principles saw a slight decreases in average ratings, suggesting participants’ perceptions may have shifted slightly in these areas.
Program enjoyment
Participants in the project found enjoyment and value in a combination of factors, including their interactions with peers, access to knowledgeable mentors, diverse learning opportunities, and the ability to apply regenerative agriculture principles to their unique contexts. The program’s supportive environment and practical approach were instrumental in promoting learning and instigating positive changes in participants’ farming practices.
ReferencesReferences
Cornish, F., Breton, N., Moreno-Tabarez, U. et al. Participatory action research. Nat Rev Methods Primers 3, 34 (2023). https://doi.org/10.1038/s43586-023-00214-1
Electris, C., Humphreys, J., Land, K., LeZaks, D., and Silverstein, J. 2019. Soil Wealth: Investing in regenerative agriculture across asset classes. Croatan Institute, Delta Institute, The Organic Agriculture Revitalization Strategy.
General Mills. 2020. Regenerative agriculture. Accessed from: https://www.generalmills.com/en/Responsibility/
Sustainability/Regenerative-agriculture
Gordon, L. & Gordon, E. (2020). What are the principles of regenerative agriculture? The Land. Retrieved from: https://www.theland.com.au/story/6912797/what-are-the-principles-of-regenerative-agriculture/
Gosnell, H., Gill, N., & Voyer, M. (2019). Transformational adaptation on the farm: Processes of change and persistence in transitions to ‘climate-smart’regenerative agriculture. Global Environmental Change, 59, 101965.
Kughur, Gyanden & Audu, O. (2015). Effects of Intensive Agricultural Production on the Environment in Benue State, Nigeria. CAB Reviews Perspectives in Agriculture Veterinary Science Nutrition and Natural Resources. 8. 7-11. 10.9790/2380-08810711.
Lal, R. (2020). Regenerative agriculture for food and climate. Journal of Soil and Water Conservation, 75(5), 123A-124A.
Luke, H., Baker, C., Allan, C., McDonald, S., & Alexanderson, M. (2021). Agriculture in the northern wheatbelt: Rural landholder social benchmarking report 2021. Southern Cross University. https://soilcrc.com.au/wp-content/uploads/2021/05/Northern-Wheatbelt-Social-Benchmarking-Report_16_05.pdf
Massy, T. (2020). Blueprint for Impact: Regenerating agriculture across the Great Barrier Reef catchments. Report commissed by Sustainable Table.
Mózner, Z., Tabi, A., & Csutora, M. (2012). Modifying the yield factor based on more efficient use of fertilizer—The environmental impacts of intensive and extensive agricultural practices. Ecological Indicators, 16, 58-66.
Rhodes, C. J. (2017). The imperative for regenerative agriculture. Science Progress, 100(1), 80-129.
Rogers, Everett M. (2003). Diffusion of Innovations (5th ed.). New York, NY: Free Press. pp. xv–xxi.
Stimpson, K., Luke, H., & Lloyd, D. (2019). Understanding grower demographics, motivations and management practices to improve engagement, extension and industry resilience: a case study of the macadamia industry in the Northern Rivers, Australia. Australian Geographer, 50(1), 69-90.
Toensmeier, E. (2016). The carbon farming solution: a global toolkit of perennial crops and regenerative agriculture practices for climate change mitigation and food security. Chelsea Green Publishing
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