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The force of gardening: investigating Children's learning in a food garden
journal contributionposted on 2023-05-21, 13:48 authored by Green, M, Iris DuhnIris Duhn
School gardens are becoming increasingly recognised as important sites for learning and for bringing children into relationship with food. Despite the well-known educational and health benefits of gardening, children's interactions with the non-human entities and forces within garden surroundings are less understood and examined in the wider garden literature. Using a relational materialist approach (Hultman & Lenz Taguchi, 2010) that considers the material artefacts that constitute a learning environment, this article examines children's interactions with the animate and inanimate life forces through three specific garden photographs. The photos belong to data derived from a study that examined food, ecology and design pedagogies in three Australian primary schools. This paper argues that children's interactions with the non-human materialities of a garden are a vital dimension of gardening practice. The agential powers of gardens have great capacity to mobilise and inform children's inhabitation of food gardens.
Publication titleAustralian Journal of Environmental Education
Department/SchoolFaculty of Education
PublisherCambridge University Press
Place of publicationUnited Kingdom