Gardens

Nature connection, experience and policy encourage and maintain adaptation to drought in urban agriculture

“…For example, in the garden that uses recycled water, one gardener reported: 'Recycled water has its own rules and we do try and conserve no matter the water supply.' Here, community expectations and governance systems instated to conserve water may reduce water use through 'good citizenship' notions (Holmes 1999). Interestingly, despite having high nature relatedness and drought concern, some of these gardeners did revert their conservation behaviors or practices during and after the drought.…”

The Bush, the Suburbs and the Long Great War: a Family Memoir

“…27 The villa ideal, however, was actually an English import, the architects of the bungalow drawing their inspiration from the Victorian villa and its garden lawns and plants. 28 Suburbia was thought to be good for the veteran not just because it promised space and access to the outdoors, but because of the domestic arrangements that came with it -the home a sanctuary from the worlds of work, war and politics, and the wife a helpmeet. Like the villa, these ideas harked back to Britain and the Evangelical nonconformism of the early nineteenth century.…”

The Force of Gardening: Investigating Children's Learning in a Food Garden

“…The focus of the article relates to how the complexity and interrelatedness of all life, including matter itself (Hinchliffe, Kearnes, Degen, & Whatmore, 2005), are largely unexamined as critical dimensions of garden pedagogy. In keeping with Holmes’ (1999) contention that ‘gardens are an expression of a relationship between humans and their world’ (p. 152), the paper seeks to foreground the role garden materialities play in supporting and enabling children's meaning making and learning about the interrelatedness of all life. While much of the garden literature speaks to the social, ecological and health benefits of children growing food, there is a need to better understand the significance of the dynamic exchanges that occur between children and the animate and inanimate garden entities.…”

“…In trying to understand the significance of these life forms and non-human entities for children's ecological literacy, the article sets out to examine the meaning of the embodied exchanges that occur between children and the garden world as part of everyday learning (Holmes, 1999). The focus of the article relates to how the complexity and interrelatedness of all life, including matter itself (Hinchliffe, Kearnes, Degen, & Whatmore, 2005), are largely unexamined as critical dimensions of garden pedagogy.…”