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A discursive exploration of children's school garden experiences, perspectives, and developing ecological literacies

University of British Columbia

Research has largely neglected ways to explore how school gardens are used, the quality of the children’s garden experiences, and the educational possibilities including the process of supporting children’s ecological literacy. The purpose of this study was to better understand the possibilities for discourses in and around current garden-based education and ecological literacy while making space for an emergent and narrative research design. This qualitative study draws upon phenomenological and narrative methods to understand children’s garden experiences and is synthesized and analyzed through ecological place-based framework and the notion of crystallization. This study’s findings provide an enriched understanding of children’s diverse school garden experiences and perspectives while supporting their developing ecological literacies.

Text

2013-01-02

Attribution-NonCommercial-NoDerivatives 4.0 International

http://hdl.handle.net/2429/43773

Science Education

University of British Columbia

UBCV

http://creativecommons.org/licenses/by-nc-nd/4.0/