Schools, teachers and community: cultivating the conditions for engaged student learning

Urban Farm DB summary

This paper investigated the efforts of teachers and associated school personnel to engage poor and refugee students through a community garden located in a school in a low socio-economic urban area in south-east Queensland, Australia. Drawing on interview data with teachers, other school staff, and community members, it revealed the interrelating actions, discussions, and relationships involved in developing and using the garden for academic and non-academic purposes. By understanding these interrelationships as "practice architectures," the paper shows how teachers facilitate learning practices for marginalized students.