The neoliberal political economy guiding our present food system has contributed to our present unsustainable situation, characterized by wicked problems such as environmental degradation, food insecurity and diet-related illness. Our current condition demands a new conception of sustainability to guide creative and counter-hegemonic interventions that can supplant the dominant oppressive structures and processes presently characterizing development efforts. While community gardens have been recognized as common grounds for food systems transformation, research has largely missed this opportunity for exploration.
Drawing from the planetary and emancipatory frameworks of transformative learning, and a conception of sustainability rooted in life values, counter-hegemony, and social justice, this case study explores how a collective community garden is a critical pedagogy space for stakeholders to change their own reality within their food system. Using narrative inquiry as a methodology, I conducted semi-structured interviews with garden stakeholders (n=12). The lived experiences of study participants revealed the transformative potential of the Farmacy Garden rooted in the community food security movement. As a space that inspires critical consciousness for humanization, study participants deepened their awareness of new choices and possibilities in their food system rooted in life values. As a space that inspires social action for community economies, the Farmacy Garden promoted transactions rooted in reciprocity and gift-based exchange. Through critical hope and creative imagination for integral development, study participants are envisioning and exploring alternatives that can guide us in the challenging and contradictory work of "making new worlds" (Gibson-Graham, 2008, p. 628). / Master of Science in Life Sciences / The Farmacy Garden (FG) is a collective community garden built on public land in a small town in rural, southwest Virginia, with a mission to promote health, increase food security, and build community capacity among low-income residents in the region. As an educational garden funded within a public health context, the FG programs and evaluation parameters have prioritized health outcomes over other potential benefits of the site. This study embraces a whole-systems perspective, providing an opportunity to cultivate a richer understanding of the role the FG plays as a critical pedagogy space for sustainability and food systems transformation. Drawing on the planetary and emancipatory conceptions of transformative learning, and narrative inquiry as a methodology, this case study explores the perceptions and experiences of FG participants and practitioners (n=12) through story and critical reflection using semi-structured, narrative interviews. The lived experiences of these stakeholders reveals the FG's role as an educational site that enables participants and practitioners to cultivate new understandings of themselves, invigorate new forms of social action, and nurture new imaginaries that provoke possibilities beyond the current condition.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/98734 |
| Date | 03 June 2020 |
| Creators | McGonagle, Maureen Quinn |
| Contributors | Agricultural, Leadership, and Community Education, Niewolny, Kimberly L., Culhane, Jennifer H., Clements, Terry L. |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | ETD, application/pdf, application/pdf, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
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