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Encounters in the Garden: Learning to ‘Become-With’ in Urban Spaces

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In this three-article dissertation, I explore the history of Western gardens in educational literature as well as the ontologies and epistemologies that underpin contemporary learning in gardens. Through a critical posthumanist and Indigenous scholarship lens, I collaborated with a school garden, a community garden and an indigenous garden to examine…

In this three-article dissertation, I explore the history of Western gardens in educational literature as well as the ontologies and epistemologies that underpin contemporary learning in gardens. Through a critical posthumanist and Indigenous scholarship lens, I collaborated with a school garden, a community garden and an indigenous garden to examine onto-epistemologies that permeate the relationships between humans and more-than-humans in gardens, revealing ways of being and knowing that are favored and the ones that are pushed out of gardening experiences, while exploring entryways to non-Western ways of being and learning in the garden.While each article stands on its own, taken together they paint a complex, rich and nuanced picture of more-than-human relationalities that occur in gardens and of human engagement deriving from different ontoepistemological orientations. This research contributes to the existing literature by exploring issues regarding environmental and sustainability education’s (ESE) approach to learning in gardens, specifically the salient role of gardens in ESE’s strategy in attenuating the climate crisis, by examining how gardens are conceptualized, who has agency in gardens, and what knowledges are privileged in gardens as learning spaces.
Contributorsdo Lago e Pretti, Esther (Author) / Silova, Iveta (Thesis advisor) / Koro, Mika (Committee member) / Weinberg, Andrea (Committee member) / Arizona State University (Publisher)
Created2022
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Memories of a Girl Between Worlds: Speculative Common Worldings

Description

This article combines collective biography, diffractive analysis, and speculative fabulation to weave together
the authors’ childhood memories of “common worlding.” Our collective biography brings into focus how we
engaged in common worlding in our childhoods through dreaming, metamorphosis, and play by tactfully
moving across different worlds and learning with the human and more-than-human…

This article combines collective biography, diffractive analysis, and speculative fabulation to weave together
the authors’ childhood memories of “common worlding.” Our collective biography brings into focus how we
engaged in common worlding in our childhoods through dreaming, metamorphosis, and play by tactfully
moving across different worlds and learning with the human and more-than-human others we encountered. As
we foreground childhood memory and its potential to reimagine pasts, presents, and futures, we explore what
kind of conditions are necessary to (re)attune ourselves to the multiple worlds around us in order to maintain
and nurture children’s—and our own—other-worldly connections.
Contributorsdo Lago e Pretti, Esther (Author) / Jiang, Jieyu (Author) / Nielsen, Ann (Author) / Goebel, Janna (Author) / Silova, Iveta (Author) / Arizona State University. Learning Futures Collaboratives. Education for Planetary Futures (Issuing body) / Arizona State University (Sponsor)
Created2022-03