This book delves into the complex history of the gardening movement in schools and examines the question why gardens should be built in schools. It offers practical guidance for teachers to begin thinking about how to approach educational gardening.
A resurgence of interest in school gardens is linked to concerns about children-s health, food knowledge, lack of outdoor play and contact with the natural world. This book warns against simplistic one-best approaches and makes a case about the complexity of gardening in schools. It is the first critical attempt to address the complex and conflicting notions about school gardens and to tackle the question -what is the problem to which school gardens are the answer?- Examining the educational theory in which gardening has been explained and advocated, the book explores the way contemporary gardens research has been conducted with specific questions such as -what works well in school gardens?- Based on case studies of a school establ
