Technology got us into this mess, and it has the potential to get us out. This belief is echoed by Dr. Richard Reeve and Dr. Nenad Radakovic, who are leading a unique collaboration in food security education alongside Don Mills Collegiate Institute teacher Dan Kunanec and the school’s thriving community farm.
A Folksy Beginning
The origins of this impactful partnership are, as Richard fondly puts it, “folksy.” A Don Mills alumnus himself, Richard had returned for a school reunion years ago, at a time when the farm was beginning to flourish between the two wings of the junior high building. It was during an open house that he met Dan Kunanec, the assistant curriculum leader and instructor of the Emerging Green Technologies and Environmental Stewardship program. Dan, a former design and construction business owner turned technology educator, had long seen the potential for the school’s underused land. With Don Mills’ unique structure, housing both a middle and high school on a large campus, the site was ripe for innovation.
During the COVID-19 pandemic, Dan shifted from a sales-based model to a needs-based one. Recognizing a lack of access to healthy food in the school community, he began delivering produce to school community in need. Local restaurants, which once purchased from the farm, joined the effort. Many students who benefited from this initiative later became passionate participants in his program, inspired by firsthand experience of food’s power to build community. As Dan puts it, food is a unifier—it transcends cultural boundaries, sparks conversation, and fosters connection. This ethos resonates deeply within the Toronto District School Board (TDSB), known globally for its multicultural and intercultural approach. Dr. Richard Reeve, awed by the farm’s complex infrastructure, including water systems and aquaponics, saw an opportunity for research collaboration. He and Dan stayed in touch, eventually launching a joint project focused on data collection. Their aim: to boost efficiency, build business and climate literacy, and deepen understanding of how educational institutions address food insecurity.
STEAM+ and the Pursuit of Food Justice
At the Faculty of Education, the STEAM+ research group began to take shape, supported by generous funding from the Centre for Community Engagement and Social Change (CCESC) and the CERC Catalyst Initiation Grant. The research cluster, led by Dr. Nenad Radakovic and Dr. Richard Reeve, focused on addressing food insecurity through the lens of UN Sustainable Development Goal #2: “Zero Hunger.” Though educational institutions are encouraged to promote the SDGs, it’s often unclear how educators can meaningfully address food insecurity. The UN Development Programme suggests solutions like supporting small farmers and promoting sustainable agriculture—strategies not directly tied to classroom practice. Nenad and Richard saw education as a vital tool in empowering future citizens to tackle complex, “wicked problems” like food security—issues without easy or linear solutions. Nenad, a former Math teacher, was particularly interested in how data could be used to drive real-world change.
Their research soon expanded to include food sovereignty—when communities gain control over how their food is produced and consumed. Nenad and Richard were first made aware of this concept by scholar, Dr. mutindi ndunda, from the College of Charleson in South Carolina who informed them about methods for promoting food sovereignty ranging from community purchasing projects to urban farming. Dan emphasized that food security isn’t just about access—it’s about dignity, joy, and choice. He believes students should carry these values into all aspects of life: in how they eat, vote, think, and treat others. Ultimately, the team’s work reframed food not just as a necessity but as a source of empowerment and connection. As Richard reflected, “It’s emotional work—because it’s about food, and therefore it’s about survival.”
Technology in the Farm Classroom
The role of technology, and more specifically, digital technologies, has become a focal point in this research project. Researchers and students alike have engaged in design thinking to explore how tools like sensors, cameras, AI, and moisture-gauging devices could enhance the growing, purchasing, and distribution of food. Importantly, the team emphasized that "technology" should not be confined to digital tools; as Dan often reminded them, the shovel and its user are just as vital as any AI or sensor. This mindset encourages a balanced view of innovation that values both traditional and modern tools. The integration of digital technology opened new possibilities for addressing complex agricultural challenges. The team tackled questions like: How can technology improve plant growth, yields, and sustainability? Yet they also navigated tensions around accessibility. While the initial plan was to equip students with advanced sensors, they pivoted to teaching students how to build their own using Micro:bits and nails to measure soil moisture through electric resistance. Though imperfect, these DIY tools provided meaningful entry points for students to approach real-world problems from the ground up—a rare and empowering opportunity in today’s education landscape. Against a backdrop of concerns about student disengagement and apathy, the farm project sparked deep pride, responsibility, and ownership among its participants.
At the core of the initiative is community. Dan intentionally surrounds himself with collaborators who have different strengths, modeling diverse pathways to success for his students. He resists the label of “expert,” believing that effective educators learn alongside their students. Students, though young, bring rich perspectives that shape the farm’s daily operations. Likewise, the research cluster drew on interdisciplinary expertise, by including scholars such as Dr. Amy Woo (Engineering), Catherine Stinson (Computing and Philosophy), who offers insights on AI and ethics, and Dr. Saad Chahine (Evaluation and Statistics in Education) who lends his mastery in assessments and data.
Indigenous Wisdom, Global Vision
When asked how Indigenous ways of knowing are meaningfully woven into this project, Dan emphasized his belief that Indigenous perspectives should be meaningfully incorporated in every project he engages with. For instance, Dan and his students observed that Haudenosaunee mound gardens retain optimal soil moisture due to traditional water-drawing technologies. This example illustrates how Western and Indigenous knowledge systems should not be positioned in opposition but rather treated as complementary and mutually enriching. Dan’s commitment to centering Indigenous voices supports students in recognizing the significance and validity of Indigenous worldviews. Nenad and Richard also approach their global work with a deliberate effort to avoid saviourist perspectives, ensuring that Indigenous and international knowledge systems are engaged authentically rather than tokenized. One of the guiding research questions for the food security project explicitly asks: “What does decolonial and anti-colonial research and community engagement look like in the context of education and food security?” Across the cluster, there is a strong dedication to disrupting colonial patterns by prioritizing long-term, reciprocal relationship-building with communities.
It’s important to note that the Don Mills project is just one node in an expansive and growing international network of researchers addressing food security and science education, from the Arctic to Africa. Nenad and Richard, together with mutindi, are currently working to launch a parallel initiative at a school in Morogoro, Tanzania, where local leaders hope to curb rural-to-urban migration by equipping students with the skills and knowledge to grow their own food. Graduate student and research assistant, Cheryl Lee-Yow, has started preliminary work on design thinking models for food security in Tanzania. After visiting Don Mills and supporting the project’s logistics, Cheryl reflected on how powerful it was to finally connect faces to the initiatives she had long heard about behind the scenes.
Sowing the Future
So, what lies ahead for the food security research cluster? Dan, Nenad, and Richard are aligned in their belief that sustainable growth requires careful attention to time, cost, and methodological rigour. They are committed to refining their data collection processes and addressing design flaws uncovered in earlier iterations of their work. Central to this refinement is the need for technology that is not only functional but also accessible, durable, and affordable. Dan highlights the critical role of tech teachers in making this work possible. He sees Technological Education programs, like the one we have here at Queen’s, as an essential entry point for industry professionals to engage in transformative, community-based work. More broadly, the team believes that learning must extend beyond classroom walls and computer screens. The future of education lies in hands-on, real-world experiences that empower both teachers and students to address urgent global issues like food security and sustainability. With this in mind, Nenad and Richard are preparing to submit their findings to a journal of design, with the goal of shaping education programs worldwide. They are also seeking public-facing advocates to help amplify the importance of emergent green technologies in both academic and policy circles.
In a world grappling with interconnected crises, from climate change to educational inequity, the community-engagement research cluster offers a model of hope, grounded in collaboration, innovation, and a shared belief that sustainable futures begin in the classroom, the farm, and the community.