Advertisement

A Case Study: Learning Gardens in an Urban Indigenous Community: Expanding the Scope of Learning

  • Megan BangEmail author
Chapter

Abstract

Gardens and learning in gardens are increasingly a focus in education, restoration, and community development. In this chapter I consider gardens and the opportunities for learning they afford from an expansive view of culture, learning and socio-historical practice. At their core, gardens are broadly about the cultivation of plants and land, however, gardening reflects complex variations, goals, and values affording various forms of identity and meaning. Indeed throughout history human communities have cultivated and harvested plants for food, for medicine, for aesthetics, for material resources, and much more. The specifics of these practices have evolved and shifted over time and varied across cultural communities, however, regardless of their specific form gardening practices are foundational reflective of the relations between humans and the natural world. The rise of learning gardens is perhaps a resilient response and remembering given the erosion of people from land that has emerged in the technologically saturated twentieth century. Given this expanded view of gardens in human communities and the present socio-historical dynamics, what might the possibilities for learning gardens be? What opportunities for learning do learning gardens afford? What are the variations in learning gardens? How do the particulars of gardens (their design, their goals, the plants grown, the programs and practices associated with them) impact learning? Largely, the answers to these questions are unknown or under-explored.

Keywords

Next Generation Science Standard American Indian Community School Garden Science Learning Environment Prairie Restoration 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Bang M, Medin D, Washinawatok K, Chapman S (2010) Innovations in culturally based science education through partnerships and community. In: New science of learning. Springer, New York, pp 569–592Google Scholar
  2. Bang M, Warren B, Rosebery AS, Medin D (2012) Desettling expectations in science education. Hum Dev-Basel 55(5):302CrossRefGoogle Scholar
  3. Barker SL (1992) The meaning of a youth gardening program: a naturalistic inquiry. Unpublished doctoral dissertation, Indiana University, BloomingtonGoogle Scholar
  4. Barnhardt R, Kawagley AO (1999) Education indigenous to place: western science meets indigenous reality. In: Smith G, Williams DR (eds) Ecological education in action. SUNY Press, New York, pp 117–140Google Scholar
  5. Becker J (1995) Our secret garden. Am Hortic 74(6/95):9–10Google Scholar
  6. Bell P, Lewenstein B, Shouse A, Feder M (eds) (2009) Learning science in informal environments: people, places, and pursuits. National Academies Press, Washington, DCGoogle Scholar
  7. Berghorn G (1988) Tending their own gardens. Soc Stud Young Learn 1(3):19–22Google Scholar
  8. Braun J, Kotar M, Irick J (1989) Cultivating an integrated curriculum: the school garden. Soc Stud Young Learn 1(3):19–22Google Scholar
  9. Canaris I (1995) Growing foods for growing minds: integrating gardening and nutrition education into the total curriculum. Child Environ 12(2):264–270Google Scholar
  10. Chappell MJ, LaValle LA (2011) Food security and biodiversity: can we have both? Agric Hum Values 28:3–26CrossRefGoogle Scholar
  11. Daily GC, Polasky S, Goldstein J, Kareiva PM, Mooney HA, Pejchar L, …, Shallenberger R (2009) Ecosystem services in decision making: time to deliver. Front Ecol Environ 7(1):21–28Google Scholar
  12. DeMarco L (1999) The factors affecting elementary school teachers’ integration of school gardening into the curriculum. Doctoral dissertation, Virginia Tech University, BlacksburgGoogle Scholar
  13. Dixon JM, Donati KJ, Pike LL, Hattersley L (2009) Functional foods and urban agriculture: two responses to climate change-related food insecurity. N S W Public Health Bull 20(2):14–18CrossRefPubMedGoogle Scholar
  14. Francis M, Cashdan L, Paxson L (1984) Community open spaces: greening neighborhoods through community action and land conservation. Island Press, Washington, DC, 250 ppGoogle Scholar
  15. Graham H, Beall DL, Lussier M, McLaughlin P, Zidenberg-Cherr S (2005) Use of school gardens in academic instruction. J Nutr Educ Behav 37(3):147–151Google Scholar
  16. Guitart D, Pickering C, Byrne J (2012) Past results and future directions in urban community gardens research. Urban For Urban Green 11(4):364–373CrossRefGoogle Scholar
  17. Gutierrez KD, Rogoff B (2003) Cultural ways of learning: individual traits or repertoires of practice. Educ Res 32(5):19–25CrossRefGoogle Scholar
  18. Gwynn M (1988) A growing phenomenon. Sci Child 25(7):25–26Google Scholar
  19. Hilgers KR, Haynes C, Olson J (2008) Assessing a garden-based curriculum for elementary youth in Iowa: parental perceptions of change. HortTechnology 18(1):18–23Google Scholar
  20. In Virginia, 500 years of gardening (1992) Am Hortic 71(11/92):10–12Google Scholar
  21. Kaplan R (1973) Some psychological benefits of gardening. Environ Behav 5(2):145–162CrossRefGoogle Scholar
  22. Kortright R, Wakefield S (2011) Edible backyards: a qualitative study of household food growing and its contributions to food security. Agric Hum Values 28(1):39–53CrossRefGoogle Scholar
  23. Mantell A, Stephen M, Harper F, Propst L (1990) Creating successful communities. A guide to growth management strategies. Island Press, Washington, DC, 114 ppGoogle Scholar
  24. McPherson EG, Nowak DJ, Rowntree RA (1994) Chicago’s urban forest ecosystem: results of the Chicago urban forest climate project. U.S. Dept. of Agriculture, Forest Service, Northeastern Forest Experiment Station, RadnorGoogle Scholar
  25. Medin DL, Bang M (2014) Who’s asking?: native science, western science, and science education. MIT Press, Cambridge, MAGoogle Scholar
  26. Nasir NIS, Rosebery AS, Warren B, Lee CD (2006) Learning as a cultural process: achieving equity through diversity. In: Sawyer RK (ed) The Cambridge handbook of the learning sciences. Cambridge University Press, Cambridge pp 489–504Google Scholar
  27. National Science Board (2010) Science and engineering indicators 2010. National Science Foundation (NSB 10-01), ArlingtonGoogle Scholar
  28. Neer K (1990) A children’s garden. Herbarist 56:69–76Google Scholar
  29. Next Generation Science Standards (NGSS) (2013) http://www.nextgenscience.org/get-to-know
  30. Okvat HA, Zautra AJ (2011) Community gardening: a parsimonious path to individual, community, and environmental resilience. Am J Community Psychol 47(3–4):374–387CrossRefPubMedGoogle Scholar
  31. Ozer EJ (2007) The effects of school gardens on students and schools: conceptualization and considerations for maximizing healthy development. Health Educ Behav 34(6):846–863CrossRefPubMedGoogle Scholar
  32. Pavel DM, Curtin TR, Whitener SD (1998) Characteristics of American Indian and Alaska native education: results from the 1990–1991 and 1993–1994 schools and staffing survey. Equity Excell Educ 31:48–54CrossRefGoogle Scholar
  33. Ratcliffe MM, Merrigan KA, Rogers BL, Goldberg JP (2011) The effects of school garden experiences on middle school-aged students’ knowledge, attitudes, and behaviors associated with vegetable consumption. Health Promot Pract 12(1):36–43CrossRefPubMedGoogle Scholar
  34. Rogoff B (2003) The cultural nature of human development. Oxford University Press, OxfordGoogle Scholar
  35. Saldivar-Tanaka L, Krasny ME (2004) Culturing community development, neighborhood open space, and civic agriculture: the case of Latino community gardens in New York City. Agric Hum Values 21(4):399–412CrossRefGoogle Scholar
  36. Sampson R (2004) Neighbourhood and community. New Econ 11(2):106–113CrossRefGoogle Scholar
  37. Schmelzkopf K (1995) Urban community gardens as contested space. Geogr Rev 85(3):364–381CrossRefGoogle Scholar
  38. Skelly S, Bradley J (2000) The importance of school gardens as perceived by Florida elementary school teachers. HortTechnology 10(1):1–3Google Scholar
  39. Skelly SM, Bradley JC (2007) The growing phenomenon of school gardens: measuring their variation and their affect on students’ sense of responsibility and attitudes toward science and the environment. Appl Environ Educ Commun 6(1):97–104CrossRefGoogle Scholar
  40. Skelly SM, Zajicek JM (1998) The effect of Project GREEN, an interdisciplinary garden program, on the environmental attitudes of elementary school students. HortTechnology 8(4):579–583Google Scholar
  41. Stetson E (1991) The big green schoolhouse. Educ Leadersh 18(1):34–35Google Scholar
  42. Subramaniam MA (2002) Garden-based learning in basic education: a historical review. Center for Youth Development, University of California. Retrieved from: http://ucce.ucdavis.edu/freeform/4hcyd/documents/CYDMonograph(Focus)2609.pdf
  43. Suzukovich E, Pochel F, Bender D, Pochel J (2016) Mônahaskwêwin Pahki-Nahâpaminâkonan (Harvesting is a part of our identity). In: Huaman ES, Sriraman B (eds) Indigenous innovation: universalities and peculiarities. Springer, New YorkGoogle Scholar
  44. Waliczek TM (1997) The effect of school gardens on self-esteem, interpersonal relationships, attitude toward school, and environmental attitude in populations of children. Doctoral dissertation, Texas A&M University, College StationGoogle Scholar
  45. WinklerPrins AMGA (2002) House-lot gardens in Santarem, Para, Brazil: linking rural with urban. Urban Ecosyst 6(1–2):43–65CrossRefGoogle Scholar
  46. Wotowiec PJ (1975) Students’ and parents’ ratings of the tract garden program in the Cleveland Public Schools. Dissertation Abstracts International, 36, 3395-AGoogle Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2016

Authors and Affiliations

  1. 1.Learning Sciences and Human Development, College of EducationUniversity of WashingtonSeattleUSA

Personalised recommendations