Theorising community gardens as pedagogical sites in the food movement

August 1st, 2013 | RESEARCH

Community gardens are rich non-school sites of informal adult learning and education in the North American food movement. To date, however, they have seldom been the subject of research in environmental education. This paper argues that theorising on public pedagogy and social movement learning from the field of Adult Education might effectively be applied to frame the study of learning in community gardens. A brief history of community gardens in the USA is first given, followed by an overview of theory on social movement learning. A review of empirical research on the individual and collective benefits of participation in community garden initiatives is then used to illustrate the potential for research on the connection between learning and these benefits. The paper concludes with a discussion of implications for further research.

Document

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Team Members

Pierre Walter, Author, University of British Columbia

Citation

Identifier Type: issn
Identifier: 1350-4622
Identifier Type: doi
Identifier: 10.1080/13504622.2012.709824

Publication: Environmental Education Research
Volume: 19
Number: 4
Page(s): 521

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EBSCO Full Text

Tags

Audience: Adults | Educators | Teachers | Museum | ISE Professionals
Discipline: Education and learning science | Life science
Resource Type: Peer-reviewed article | Research Products
Environment Type: Park | Outdoor | Garden Programs | Public Programs