Cultivating Food, Knowledge, Solidarity -Towards a School Garden in the Era of the Climate Crisis.

Abstract

This research, conducted at a primary school in Mytilene, Greece, investigates the transformative potential of school gardens in education, particularly their role in reshaping perceptions of nature among students, including refugee and migrant populations. Rooted in a permaculture philosophy, the project explores the integration of sustainable practices into Critical Education, challenging hegemonic views of nature while fostering ecological awareness, inclusivity, and community. The school garden serves as an interdisciplinary pedagogical tool, bridging subject boundaries and blurring traditional distinctions between classroom and outdoor learning spaces. Historically contextualized within the evolution of school gardens, from practical agricultural use to their aesthetic and environmental roles, this research situates the garden as a site for addressing current ecological and social challenges. Observations highlight how active engagement in the garden fosters a deeper connection to nature, overcomes initial fears, and unifies diverse student groups through collaborative labor. The project underscores the role of school gardens in promoting critical consciousness, ethical ecological practices, and social integration, presenting them as vital tools within a broader narrative of transformative education amidst the environmental crisis.