Through the garden gate: examining "the edible and the equitable" in garden-based learning programs

Schoolyard gardens have existed in the United States for well over a century and are experiencing a sweeping national resurgence. Garden-based learning programs seek to educate students about food-related knowledge, or food literacy, albeit in an era of expanding food insecurity and food-related injustice. Thus, it is important to clarify and understand the content and major themes of these programs, in addition to to the educational theories, or pedagogies, that undergird them and their instruction about food-related "literacies." Therefore, in this thesis I will investigate garden-based education as a forum for discussion about the injustices plaguing our society and how they manifest in the food system.