A garden of intentional spacings: Reenacting a de-fence of what is closed to writing and difference     

Susan Jagger 《Review of Education, Pedagogy & Cultural Studies》2018,40(5):390-403

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What’s growing on here? Garden-based pedagogy in a concrete jungle     

Susan Jagger  Erin Sperling  Hilary Inwood 《Environmental Education Research》2016,22(2):271-287

This study explores experiences of a learning garden project at an urban faculty of education. The project opens a space for the theoretical and practical consideration of garden-based pedagogies and their influence on university students, educators, and the community as a whole. The learning garden was created by a small group of initial teacher education and graduate students and faculty volunteers. The group came together through shared interests in growing the theoretical, curricular, and pedagogical work carried out at the institution, through the opening of a unique and organic context for teaching and learning. This paper follows a duoethnographic approach as it traces the garden’s growth, our experiences with and in the garden, and the effects of the garden over its first year. Through dialogue, anecdotes and interactions, we explore themes that have grown from the research and garden’s growth, creating multiple, often unexpected, dimensions of praxis. We also unearth the complexities and tensions of institutional relationships as the garden interrupted norms and opened up spaces for multiplicity, alterity and difference in pedagogy, allowing us to revisit, review and renew our work in our institution’s approach to environmental education.  相似文献   

Mind the Gap: Looking for Evidence-Based Practice of Science Literacy for All in Science Teaching Journals     

Susan L. Jagger  Larry D. Yore 《Journal of Science Teacher Education》2012,23(6):559-577

Science literacy for all is the central goal of science education reforms, and there is a growing importance of the language arts in science. Furthermore, there are strong calls for teacher professionalism and self-directed professional learning that involve evidence-based best practices. This raises questions about whether science teaching journals?? recommendations are anchored to high-quality evidence. We found that (a) most National Science Teacher Association journals?? science literacy recommendations have weak or no evidence base and (b) those with evidence reference teaching journals, teacher resource books, and literacy education more often than science education research. We concluded that all participants in the knowledge production cycle and transfer process??authors, editors, and reviewers??need to encourage evidence-based practices anchored to ongoing reforms and to literacy and science education research.  相似文献