Community Garden: A Bridging Program between Formal and Informal Learning

Autor/in	Datta, Ranjan
Titel	Community Garden: A Bridging Program between Formal and Informal Learning
Quelle	In: Cogent Education, 3 (2016) 1, Artikel 1177154 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2016.1177154
Schlagwörter	Gardening; Informal Education; Ethnography; Power Structure; Science Education; Environmental Education; Food; Security (Psychology); Activism; Interpersonal Relationship; Community Development; Cultural Pluralism; Ethnic Groups; Teaching Methods; Community Education; Foreign Countries; Urban Areas; Young Children; Cooperation; Family Role; Canada; Bangladesh + Suchen Sie Ihr Suchwort? Gartenarbeit; Informelle Bildung; Nichtformale Bildung; Ethnografie; Naturwissenschaftliche Bildung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Lebensmittel; Security; Psychology; Sicherheit; Aktivismus; Politischer Protest; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Community; Development; Entwicklung; Kulturpluralismus; Ethnie; Teaching method; Lehrmethode; Unterrichtsmethode; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Ausland; Urban area; Stadtregion; Frühe Kindheit; Co-operation; Kooperation; Kanada; Bangladesch
Abstract	Community garden activities can play a significant role in bridging formal and informal learning, particularly in urban children's science and environmental education. It promotes relational methods of learning, discussing, and practicing that will integrate food security, social interactions, community development, environmental activism, and cultural integration. Throughout the last five years of my community garden activities, I have learned that community garden-based practices adhere to particular forms of agency: embracing diversity, sharing power, and trust building as a part of everyday learning. My auto-ethnographic study provides valuable insights for environmental educators whose goals include, incorporating ethnic diversity as well as engaging children in research, ultimately leading to community action. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01