Fostering Place-Based Education and Inclusion in the Classroom Through School Grades

Abstract

Place-based education expands the space where students learn by connecting to the outdoors, such as garden-based lessons that are dynamic and have a multidisciplinary curriculum. Students are given the opportunity to learn healthy behaviors, environmentally sustainable practices, and life skills. Inclusion is fostered by giving teachers and students agency in the learning experience. The purpose of this study was to view garden education through the lens of place-based education, critical pedagogy, and social justice. To this end, a lesson plan template was created to facilitate future development of garden-based lessons characterized by responsive curriculum and alignment with academic standards. A university internship course was visualized to support the collaborative effort of school garden programs.