Community gardens have historically played an important role in the social-ecological resilience of New York City (NYC). These public-access communal gardens not only support flora and fauna to enhance food security and ecosystem services, but also foster communities of practice which nurture the restorative and communal aspects of this civic ecology practice. After NYC communities were devastated by Hurricane Sandy in 2012, the topic of resilience has surfaced to the top of the city's disaster planning and policy agenda. This paper explores the role of community gardens in coastal "red zones" of NYC by analyzing the meaning and relevance of community garden spaces in the resilience and recovery of local residents and community garden members post-Sandy. From April 2013 to February 2014, ethnographic analyses, including participant observation, exploratory and in-depth interviews, and archival research, was undertaken at five community gardens post-Sandy. Our findings indicate that community gardens functioned as multipurpose community refuges which hosted meaningful and restorative greening practices, and developed supportive communities. This paper seeks to add to our knowledge of post-disaster greening, public spaces, and social-ecological resilience.

How educators adapt their programs following a climate related disturbance can provide insights into potential climate education practices. Therefore, we used semi-structured interviews to explore changes in environmental education practice in NYC following Hurricane Sandy. Educators adopted new language to reflect funding opportunities and incorporated new practices and collaborations, including those focused on resilience. Educators' resilience practices reflected the psychological, community, ecological, and socialecological systems resilience academic literature. Overall practice changes appeared to be adaptive, although some educators reflected more deeply about transforming their practice. Our findings point to the need for further exchange among practitioners facing climate-related disturbance, and between practitioners and researchers, to facilitate co-production of EE practice innovations that address climate change.