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


Green, M and Duhn, I, The force of gardening: investigating Children's learning in a food garden, Australian Journal of Environmental Education, 31, (1) pp. 1-14. ISSN 0814-0626 (2015) [Refereed Article]

DOI: doi:10.1017/aee.2014.45


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.

Item Details

Item Type:Refereed Article
Keywords:school food gardens, children, interaction, intra-action, new materialism
Research Division:Education
Research Group:Education systems
Research Field:Early childhood education
Objective Division:Education and Training
Objective Group:Learner and learning
Objective Field:Early childhood education
UTAS Author:Duhn, I (Professor Iris Duhn)
ID Code:153541
Year Published:2015
Deposited By:Education
Deposited On:2022-09-23
Last Modified:2022-11-04

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