School Gardens as Sites for Forging Progressive Socioecological Futures

摘要: In this article we approach school gardens as sites of socioecological change where experiential politics work through the establishment sustainable and socially just practices. We argue that for some children in “struggling schools,” become spaces alienating aspects neoliberal reform United States can be overcome by forging connections with classmates, university students, plants, animals. these intimate urban ecologies, affective playful labor bases knowledge production exceeds disciplinary functions standardized testing, individual achievement, accountability emphasized reform. Our empirics derive from garden projects involving interns two underresourced schools poor neighborhoods Tucson, Arizona.