Community gardens are heterogeneous environments that integrate environmental restoration, community activism, social interactions, cultural expression, and food security. As such, they provide a context for learning that addresses multiple societal goals, including a populace that is scientifically literate, practices environmental stewardship, and participates in civic life. Several theories are useful in describing the learning that occurs in community gardens, including those focusing on learning as acquisition of content by individuals, learning as interaction with other individuals and the environment and as increasingly skilled levels of participation in a community of practice, and social learning among groups of stakeholders leading to concerted action to enhance natural resources. In this paper, we use preliminary evidence from the Garden Mosaics intergenerational education program to suggest the potential for community gardens to foster multiple types of learning.
Krasny, Marianne E. and Tidball, Keith G.
"Community Gardens as Contexts for Science, Stewardship,and Civic Action Learning,"
Cities and the Environment (CATE):
1, Article 8.
Available at: https://digitalcommons.lmu.edu/cate/vol2/iss1/8