ABSTRACT
This chapter argues that a reconceptualised version of school gardening could promote inclusive education in the UK so that it supports new pedagogical approaches to learning while seeking to fulfil international commitments that protect the environment and disseminate ecological understanding. The intended purpose of school gardening with children and the pedagogies which teachers have adopted has varied depending on social, cultural and political expectations. The chapter examines the potential for children to develop ecological and place-based knowledge, competence to take action, skills relevant to environmental engagement and a value-system that may shape their future priorities. It suggests potential research to advance gardening and inclusive environmental and sustainable development education. Since schools define the culture they are communicating and the breadth of environmental vision they present to children, they need to be cognisant of the importance of sustainability. Perhaps if all children engage actively in growing food, their attitudes to the environment may change and gardening can be reconceptualised.
