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Opening garden gates: Teachers making meaning of school gardens in Havana and Philadelphia
ARTICLE

TATE Volume 63, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This article examines how garden educators in Havana, Cuba and Philadelphia, United States navigate the challenges and opportunities provided by local school settings and the larger policy and social contexts to think about and explain garden education as valid and valuable pedagogy. Havana and Philadelphia educators explain their own perspectives on school garden programs by drawing on situated pedagogical paradigms about the contributions garden programs make to schools and the schooled individual. In so doing, they build personally relevant meaning and public validation of garden work in institutional and community settings, creating gateways for implementation of school gardens.

Citation

Bucher, K. (2017). Opening garden gates: Teachers making meaning of school gardens in Havana and Philadelphia. Teaching and Teacher Education: An International Journal of Research and Studies, 63(1), 12-21. Elsevier Ltd. Retrieved September 28, 2021 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2016.12.003

Keywords