School Gardens as Sites for Forging Progressive Socioecological Futures

Urban Farm DB summary

This article examines school gardens in two underresourced schools in poor neighborhoods of Tucson, Arizona, as sites for socioecological change. It argues that for some children, these gardens help overcome the alienating aspects of neoliberal school reform in the United States. The gardens foster connections with classmates, university students, plants, and animals, promoting sustainable and socially just practices.