Communication around Implementation of SCHOOL GARDENS in Tårnby: Design Thinking // Situational Mapping // Communication
Authors
Frederiksen, Ida Torstholm ; Jessen-Klixbüll, Elaine Anne
Term
4. term
Publication year
2014
Submitted on
2014-06-04
Abstract
Globale ændringer i, hvordan vi producerer og spiser mad, og i rollerne i hjemmet, har skabt miljømæssige udfordringer og et tab af hverdagsfærdigheder knyttet til mad—dyrkning, konservering, madlavning og servering. Forskning viser, at dette “obesogene” miljø (et miljø, der gør det let at vælge usundt) øger børns risiko for overvægt, fedme og relaterede ikke-smitsomme sygdomme. Disse tendenser ses verden over, også i Danmark. Skolehaver er én måde at modvirke disse mønstre på. Studier peger på, at de kan forbedre børns sundhedsadfærd, styrke fødevarekompetencer (praktisk viden om mad) og øge bevidstheden om, hvordan menneskers handlinger påvirker miljøet. Ved at lære i og af haver kan børn blive mere informerede madforbrugere. Mens mange studier beskriver fordelene ved skolehaver, handler langt færre om, hvordan lærere og skoleledelser kan motiveres og støttes til at starte dem. Især har tidligere arbejde ikke undersøgt kommunikationens rolle i implementeringen. Dette udvidede speciale undersøger udfordringer og muligheder for skolehaver i et kommunalt skoledistrikt i Danmark. Studiet kombinerer Design Thinking (en brugercentreret tilgang til problemløsning), Situational Analysis & Mapping (overblik over aktører og kontekst) og en arbejdsgruppe. Indsigterne bruges til at udvikle anbefalinger, der kan få flere skoler i distriktet til at etablere og bruge skolehaver. Selv om specialet har fokus på kommunikation, viser det, at en helhedsorienteret tilgang er nødvendig: kommunikationsplaner bør tage højde for andre forhold, der påvirker, om budskaber bliver hørt og omsat til handling. Muligheder, der kan støtte en vellykket implementering, omfatter at opbygge et stærkt netværk i distriktet omkring skolehaver, involvere skoleledelsen, lave tydelige koblinger til læseplaner og kommunale politikker, bruge mere kreative og alternative kommunikationsformer for at nå lærere og ledere (ikke kun standardkanaler) og knytte havearbejdet til den kommende skolereform. Den valgte ramme holdt analysen forankret i brugernes behov, og fund og anbefalinger blev udviklet sammen med deltagerne. Visuelle værktøjer som persona, storyboard og customer journey map var centrale for at forbinde fundene med den kontekst, hvor data blev indsamlet.
Global changes in how we produce and eat food, and in household roles, have created environmental pressures and a loss of everyday food skills—growing, preserving, cooking and serving. Evidence shows that this “obesogenic” environment (one that makes unhealthy choices easy) increases children’s risk of overweight, obesity and related non-communicable diseases. These trends are seen worldwide, including in Denmark. School gardens are one way to counter these patterns. Studies suggest they can improve children’s health behaviours, build food literacy (practical knowledge about food), and raise awareness of how human actions affect the environment. By learning in and from gardens, children can become more informed food consumers. While many studies describe the benefits of school gardens, far fewer address how teachers and school leaders can be motivated and supported to start them. In particular, prior work has not examined the role of communication in getting school gardens implemented. This extended master’s thesis investigates challenges and opportunities for school gardens in a municipal school district in Denmark. The study combines Design Thinking (a user-centred approach to problem solving), Situational Analysis and Mapping (understanding stakeholders and context), and a working group. The insights are used to develop recommendations that could encourage more schools in the district to adopt and use school gardens. Although the thesis focuses on communication, it finds that a holistic approach is needed: communication plans should acknowledge and address other factors that shape whether messages are heard and acted upon. Opportunities that can support successful implementation include building a strong district-wide network around school gardens, involving school management, making clear links to the curriculum and municipal policies, using more creative and alternative communication to reach teachers and leaders (not only standard channels), and aligning garden work with the upcoming school reform. The chosen framework kept the analysis grounded in user needs, and the findings and recommendations were co-produced with participants. Visual tools such as a persona, a storyboard and a customer journey map helped connect the findings and the context in which the data were collected.
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