“We never even touched plants this way”: school gardens as an embodied context for motivating environmental actions

Urban Farm DB summary

This study, based on a year-long facilitation of a school terrace-garden in a metropolitan city, outlined how situated and embodied interactions can foster an understanding of diverse ecological practices. It indicated that multi-modal sensorimotor experiences and the possibility of sharing these with others motivate children to expand their sphere of environmental activities beyond the site of learning. Students extended their care-based interactions with the garden to their communities and broader ecological issues.