Explore the vast range of titles available.

This dissertation describes and analyzes the social and environmental relations that emerged over the duration of a four-year school and community-based garden project in Tio’tia:ke/Montreal. Methodologically and epistemologically, I combine institutional ethnography, visual methodologies and urban political ecology to explore and uncover how school and community gardens, gardening programming and greening can work to produce disproportionate outcomes for learners, educators, community workers and community members. Drawing on a range of datasets including interviews, fieldnotes, voice memos, photographs, artistic renderings, and textual and policy analyses, I trace from people’s experiential knowledge of attempting to use gardens for social (employment, food security), environmental (pollination, greening for reducing the urban heat island effect, etc.) and educational reasons – into local policy and texts that shape garden possibilities in urban contexts. In the process of creating and funding many different gardens in schools, community organizations and gentrifying neighbourhoods, I have elucidated specific institutional contrivances (e.g., funding, policy, geographies of injustice, work processes, discourse, curricular) that are presently structuring and defining who experiences access to gardens, gardening and its ostensible health and wellbeing benefits, greenspaces and environmental learning. Starting in the actual material sites where gardening and education take place (a university campus, schools, community organizations, greenspaces, local neighbourhoods, and so on), my findings on the educational, environmental, institutional, historical, geographic and political-economic relations suggest that while gardens have the potential for community-based learning, increased wellbeing, and ecological awareness, the use of school and community gardens needs to be highly contextualized within critical discussions related to settler-colonialism, neoliberalism, the history and politics of land and water use, (green) gentrification, and land access and its growing criminalization. My reflexive findings also contest, complicate and deromanticize previous garden research that states that gardens and urban agriculture can address food insecurity and can contribute to wellbeing for all. My study responds to policy and governance issues related to urban human displacement, garden funding, employment, sustainability discourses, healthcare, safety, transportation, education and housing

Advancement of an idea includes the problematization of it.[...]many of the contributions in this special issue question the underlying concepts by which creativity is understood.The questions they raise leave us wondering: \"... as products of a performative educational system and as teachers within a performative educational system, were we creative enough to face the challenges that would come?\" Working with a child with autism, Evrard and Bolduc (this issue) detail their use of music and song to help improve their participant's verbal and non-verbal social interactions and abilities.[...]a nation without a vibrant creative labor force of artists, writers, designers, scriptwriters, playwrights, painters, musicians, film producers, directors, actors, dancers, choreographers, not to mention engineers, scientists, researchers and intellectuals, does not possess the knowledge base to succeed in the Information Economy (p. 15).Because schools are public institutions, he argues, students have a legal right to enjoy the creative agencies, autonomies, and pursuits that are afforded anyone who works in a publicly funded institution.

Abstract In this chapter, we explore the use of participatory and community-based research (CBR) strategies within institutional ethnography. Reflecting on our current, past, and future projects, we discuss the utility of community-based and participatory methods for grounding one’s research in the actualities of participants’ lives. At the same time, we note ontological and practical differences between most community-based participatory action research (PAR) methodologies and institutional ethnography. While participants’ lives and experiences ground both approaches, people’s perspectives are not considered as research findings for institutional ethnographers. In an institutional ethnography, the objects of analysis are the institutional relations, which background and give shape to people’s actualities. The idea is to discover something through the research process that is useful to participants. As such, the use of community-based and participatory methods during analysis suggests the greatest utility of this sociological approach for people.

As teachers, we share experiences with one another. It is a way to make sense of our teaching lives and teaching selves. Ways of Being in Teaching is that kind of sharing; it is a scholarly conversation that will appeal to teachers who are tired of the tips and tricks, and want to talk more deeply about how to flourish in this profession.