The force of gardening: investigating children's learning in a food garden

Monica Mary Green, Iris Duhn

    Research output: Contribution to journalArticleResearchpeer-review

    12 Citations (Scopus)


    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.
    Original languageEnglish
    Pages (from-to)60 - 73
    Number of pages14
    JournalAustralian Journal of Environmental Education
    Issue number1
    Publication statusPublished - 2015

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