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Refiguring Presences in Garden-Based Education
Sun, April 27, 11:40am to 1:10pm MDT (11:40am to 1:10pm MDT), The Colorado Convention Center, Floor: Meeting Room Level, Room 110Session Type: Symposium
Abstract
Gardens are increasingly being recognized as unique and dynamic educational settings, both in and out of schools, due to the affordances they offer as a context for learning in, with, and from the greater living world. As such, this session enters into conversation with gardens and garden-based learning environments as sites of political possibility. In working to historicize and politicize gardening and gardening practices, the papers in this session aim to interrupt the ways in which settler colonialism, anti-Blackness, and other interrelated systems of oppression manifest in both land relations and learning environments. Collectively, they invite us to reconsider pathways for repairing, revitalizing, and renewing socioecological relationships by attending to issues of power, culture, and history in garden settings.
Sub Unit
Chair
Papers
Towards a Vision for Sociopolitically-Conscious Garden Pedagogies - Christopher Jadallah, University of California - Los Angeles; Kunal Palawat, University of Arizona
Pedagogical Encounters with Gardens in Tkaronto: Thinking with Anticolonial Possibilities - Kaitlin Rizarri, University of Toronto - OISE; Sumia Ali, University of Toronto - OISE; Fikile Nxumalo, University of Toronto - OISE
Braiding Together Indigenous Story-work and Relational Interviewing - Diane Hill, New York University
El JardÃn es Medicina: Connecting to Land, Memory and Culture through a Predominantly Mexican Immigrant-Led Community Garden - Michelle Hernandez Romero, University of California - Los Angeles; Linnea K. Beckett, University of California - Santa Cruz
What Garden Education Can Learn from Indigenous Knowledge Systems - Nicole Barry, University of California - Los Angeles; Megan Bang, Northwestern University