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ERIC Number: EJ1021837
Record Type: Journal
Publication Date: 2013-Dec
Pages: 15
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0814-0626
The Logic of School Gardens: A Phenomenological Study of Teacher Rationales
Jorgenson, Simon
Australian Journal of Environmental Education, v29 n2 p121-135 Dec 2013
Despite the importance of teachers to the school garden movement, we still know very little about what drives particular teachers to incorporate a school garden into their pedagogy. In response, this article reports the findings of a study designed to investigate the internal processes and products involved in rationalising and sustaining teachers' use. Analysis of interviews with three primary teachers--Laura, Meredith, and Clare--indicate that a powerful rationale is formed when teachers read their childhood memories, often idealised, against their observations of children today. This rationale is strengthened by opportunities afforded by the garden itself, which allows teachers to enact their deepest beliefs about teaching and learning and resist external controls. This study also provides evidence that a school garden can easily evoke nostalgia. The article ends by re-theorising this nostalgia as part of the "cultural logic" (Enfield, 2000) of school gardens, while suggesting nostalgia's productive uses.
Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org/AEE
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A