ABSTRACT
The same is true of school gardens. Whereas some argue (Allen and Guthman 2006; Pudup 2008) that such programs reproduce neoliberal subjects, others (Hayes-Conroy 2011) argue that the results of such projects are more indeterminate. Hayes-Conroy (2011), in particular, finds that although school gardens can promote neoliberal ideals, they do not preclude complex and contradictory daily, material interactions that might also undermine them. In this article, we discuss some of these material interactions and the knowledges and subjectivities they enable by focusing on affective and playful labor in school gardens.
