Formerly "invisible," lesbian farmers have received increased attention recently, within both sociological scholarship and the popular media. Despite this attention, preconceptions about their lives persist. Assumptions of gay culture existing exclusively in metropolitan areas and of rural culture remaining organized by blood linkage and land ownership, combined with the continued predominance of men in agriculture, make this evolving realm of inquiry relevant to social scientists, agriculturalists, and extension professionals. In light of these intersections of identities and assumptions, and the remaining gaps in scholarship concerning this population, I conducted a case study, which was situated within a framework of ecogender studies. As such, the research focused on gendered relationships with nature and the emancipatory potential of women reclaiming their connections to nature through agriculture. The experiences of this population provide transferable lessons about humans as food system participants and present opportunities for rural development through sustainable agriculture.

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U.S. agriculture is both a major source of global food and a key contributor to multiple interconnected crises. Climate change, biodiversity loss, and severe impacts on soil and water quality are among the challenges caused by U.S. industrial agriculture. Regenerative methods of farming are necessary to confront all these challenges simultaneously, in addition to addressing the increasing challenges to farm labor conditions. Transforming U.S. agriculture to a regenerative system will require a focus on creating traction for the values, beliefs, worldviews, and paradigms that effectively support such transformation while decreasing the friction that works against them. With a focus on creating traction for transformation, we review the factors and processes that tend to promote and maintain ecological improvements on farms. Starting from a case study that points to some of the sources of friction and traction in the current U.S. agricultural system, we use the framework of three spheres of transformation to focus discussion on how processes that form beliefs and values shape and can reshape farming. We develop a series of points of entry for engaging the systemic changes that will offer farmers traction for transformation. We review literature on agricultural networks, polycentric governance, social learning, agricultural education, and farmer characteristics that lend themselves to ecologically mindful change, thereby identifying interventions that tend to provide traction for change. These approaches, and the supports that allow rural communities and the people that work in them to survive and thrive, are necessary to create the traction needed for farms to undergo a shift to regenerative agricultural practices. We link these changes to the promise of the twentieth century New Deal agricultural programs and the potential of the Green New Deal.

School gardens and garden-based learning, though not new in the landscape of United States public education, have gained great popularity in recent years. Scholars from myriad disciplines have examined school garden programs’ impact on outcomes ranging from standardized test scores to childhood obesity. As school gardens become commonplace across the country, scholars and practitioners must ask critical questions about program efficacy, sustainability, educational philosophy, and teaching methods. The public school garden site is a unique environment in which constructivist, non-formal educational philosophies are entangled in the structure of standardized, formal education. To examine these tensions and consider opportunities for student learning and the ongoing evolution of public education, we conducted a qualitative case study of a school garden program transitioning from non-profit to public school district control. We conceptualize the non-profit era of the Midwest Garden Education Project as an example of a non-formal education paradigm, and the school district-funded era as its formal education counterpart. Using the findings that emerged from this research, we argue for public education to embrace non-formal learning in the school garden, and put forth a call for broader legitimation of garden-based learning in curriculum.

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