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

Green, Monica; Duhn, Iris

doi:10.1017/aee.2014.45

Cited by 17 publications

(11 citation statements)

References 30 publications

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“…These kinds of interactions are key in mobilizing and informing participants’ understanding of food (cf. the work of Green & Duhn, ); supporting the creation of more meaningful relationships with other species (e.g., farm animals); and increasing awareness of the complexity and interrelatedness of the earth's life support system (cf. Davila & Dyball, ).…”

Section: Discussion and Next Steps: The Potential For Transformative mentioning

confidence: 99%

Adult Learning in Alternative Food Networks

Etmanski

Mitchell

2017

New Dir Adult Contin Educ

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Section: Discussion and Next Steps: The Potential For Transformative mentioning

confidence: 99%

Adult Learning in Alternative Food Networks

Etmanski

Mitchell

2017

New Dir Adult Contin Educ

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“…Flowering plants that are dependent on insect pollinators provide not only food for people and other animals, but also provide esthetic and cultural value [42], educational and hands-on learning opportunities such as those found in schoolyard gardens [44,45], and therapeutic benefits offered by hospital and long-term care gardens and horticultural therapy programs [46,47]. There is a growing body of literature on the health and well-being benefits of contact with nature, much of which is dependent on bees for reproduction and aesthetic value [48][49][50][51][52][53][54].…”

Section: Additional Contributions Of Pollinatorsmentioning

confidence: 99%

Anthropocene Crisis: Climate Change, Pollinators, and Food Security

2019

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In this paper, we propose a new approach—understood as a whole-of-community approach—to address a dualistic and dysfunctional human/nature relationship. Of particular concern is the decline in health and numbers of the insects that pollinate an estimated 90 percent of the Earth’s flora and an estimated 35 percent of global crop volume. Specifically, bees provide the majority of biotic pollination and play a critical role in food crop pollination. Multiple factors are contributing to this growing problem including a changing climate. In 2016, the International Commission on Stratigraphy agreed that the concept of the Anthropocene—the human epoch—is of sufficient scale to be considered part of the geological time scale. This indicates that these crises are not random or passive—they are largely the direct result of human activities. Despite decades of awareness of these socio-ecological issues, they continue to worsen. In addition, the growing awareness of the critical role of pollinators is creating a new understanding of our interconnectedness with the “natural” world. We introduce the Bee City movement as a way to operationalize a whole-of-community approach. Individual action is critical, but addressing pollinator health in these forums legitimizes and provides an institutional space for otherwise fringe, or even marginalized, activities and more coherent spaces for habitat creation.

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“…'Assemblage Pedagogy', in this article, can be understood as a development of an expression of place-responsive pedagogy and research (Mannion, Fenwick and Lynch 2013). Often outside of ESE, a small but increasing number of authors in different sub-fields employ Deleuzo-Guattarian ideas around assemblage (Leander and Rowe 2006, Hultman and Lenz Taguchi 2010, Lenz Taguchi, 2013, Rautio 2013a, 2013b, Green and Duhn 2015, Fox and Alldred 2015. Smith and Dunkley (2017) employ assemblage theory to usefully describe child-nature relations in a study of children's roaming in outdoor settings using GPS systems.…”

Section: New Materialist Esementioning

confidence: 99%

Re-assembling environmental and sustainability education: orientations from New Materialism

Mannion

2019

Environmental Education Research

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A growing number of scholars call for the use of New Materialist frameworks for research across social and natural sciences. In general, however, there is little rigorous, in-depth or detailed advice on how postqualitative research is to be empirically conducted. Also, what the implications might be for environmental and sustainability education remain unclear. In response, drawing on data from a place-responsive heritage education project, employing theory from Deleuze and Guattari, I provide orientations for Assemblage Pedagogy and Assemblage Research. Assemblage Pedagogy involves educating for more sustainable ways of life through: (1) Interrupting existing education assemblages and experimenting with new approaches, (2) Practicing, relating, and entangling 'from the middle', involving the human and more-than-human to actualize the capacities and relations needed, and, (3) Evoking and performing new practices and expressions designed to create more sustainable ways of life. Wider implications for researching environmental and sustainability education are considered.

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

Abstract: School gardens are becoming increasingly recognised as important sites for learning and for bringing children into relationship with food.

Cited by 17 publications

References 30 publications

Adult Learning in Alternative Food Networks

Adult Learning in Alternative Food Networks

Anthropocene Crisis: Climate Change, Pollinators, and Food Security

Re-assembling environmental and sustainability education: orientations from New Materialism

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