Abstract
ABSTRACTEarly 19th-century educators established school gardens with the same intent as today: to create a meaningful learning environment that connects students with food and nature. What has been more varied and less explored are the social, health, and political contexts behind the ebb and flow of support for school garden over the past 150 years, with this kind of exploration about the last few decades being particularly absent. This article demonstrates how school gardens are a mainstay in the United States as a result of their fluidity and unique ability to attach to important social, health, and political issues.
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