Abstract
It can be argued that agricultural science is one of the original forms of science education. However, over the past century, agricultural science education has habitually been perceived as an educational venue meant solely for production agriculturalists. When examining modern agricultural education we find it to be a minority within the broader field of science education, contradicting its historically stout scientific standing within the sciences. This educational shift leaves one to ponder the historic development of contemporary agricultural education. To gain deeper insight into these questions we reviewed the historical evolution of agricultural education within the United States. We then examined the professional habitus, or cultural nuances, associated with contemporary agricultural education. Next, we considered potential outcomes associated with the profession embracing post-modern perspectives within mainstream science and community-based education. Finally, we call for critical venues within agriculture education to question the status quo and challenge the acceptance of commonly held views.
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Lead Editors: L. Avery and D. E. Long.
This paper is part of the special issue Cultural Studies of Rural Science Education.
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Hains, B.J., Hansen, G.L. & Hustedde, R.J. Agricultural and science education: a socio-analysis of their intersection and positions within the educational field. Cult Stud of Sci Educ 12, 199–210 (2017). https://doi.org/10.1007/s11422-016-9753-5
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DOI: https://doi.org/10.1007/s11422-016-9753-5