Cultivating Consciousness: A Qualitative Inquiry with Teachers into Educative Gardens and their Impact on Youths’ Relationship with Food and the Local Environment
Date
2023-09-01
Authors
Vizer, Roy
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Abstract
Educational gardens can provide youth with opportunities to connect with their environment in ways that increase food literacy, promote shifts in consciousness and encourage youth to see themselves as part of the food system and not just passive consumers. These benefits have been studied and documented across the globe for over a century (Berbes-Blazquez, 2012; Nowatschin et. al., 2017; Earl and Thomas, 2021; Harper at. Al. 2017; Lam et. al. 2019). This study aimed to take a qualitative approach to understand what impacts garden-based activities have on youths’ relationship with food and with the local environment. To investigate this question, I conducted a series of interviews with three participants who have extensive experience and insights on garden-based pedagogy. All three research partners have years of experience working with youth in school food gardens (SFGs) and/or shaping policies that support the integration of garden-based pedagogy in schools. The results of these interviews revealed that educational activities with youth in garden settings encouraged students to become active, conscientious participants in their own food environment and foster a deeper understanding of their local environment. Further research is necessary in order to determine what specific types of garden-based activities were most impactful on students’ relationships with local food systems and the environment.
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School Gardens, SFGs and relationship with food