RESEARCH
School Gardens as Sites for Forging Progressive Socioecological Futures
Summary
School gardens, according to this research, are more than just places where children learn to grow plants—they can help create stronger, fairer communities, especially in schools that have fewer resources. The study focused on two schools in low-income neighborhoods in Tucson, Arizona, where university students worked with children in school gardens. These gardens gave students a chance to connect with classmates, university mentors, plants, and animals in ways that went beyond the usual focus on test scores and individual achievement. Through hands-on activities and playful teamwork, children learned not only about nature, but also about caring for others and working together, which helped counter some of the negative effects of strict, test-driven education policies.
The authors argue that these gardens allow children to experience “affective” and “playful” labor—meaning they learn through feelings, relationships, and creative play, not just through memorization or competition. This kind of learning helps children imagine new ways of living and working together, making the garden a space for building knowledge, cooperation, and social justice. The study suggests that while school gardens are not a cure-all for educational or social problems, they can help students and communities challenge unfair systems and create more caring, connected schools.
