期刊名称：Green Theory & Praxis : The Journal of Ecopedagogy
印刷版ISSN：1941-0948
出版年度：2009
卷号：5
期号：01
页码：126-152
DOI：10.39/gtp.v5i1.66
出版社：Ecopedagogy Association International
摘要：The long-term rationalization of education mirrors developments found in virtually every sphere of American society. Companies, universities, and even religious institutions are reorienting themselves toward ever higher levels of efficiency and predictability, measured through quantifiable standards—a process sociologist George Ritzer calls “McDonaldization.” The school accountability movement has demanded that all public schools improve their accountability by implementing practices of McDonaldization in recent years; however, schools vary in how tightly they embrace these mandates. The school gardening movement, for example, encourages pedagogies that foster environmental stewardship, a principle that is undervalued in McDonaldized systems. To date, there is no literature addressing how teachers negotiate a practical course of action that will satisfy both of these objectives of McDonaldization and experiential environmental education. The authors studied a charter school’s organic vegetable garden for the first full year of its operation, when teachers were developing gardening pedagogy appropriate for their setting. Using a participant ethnography approach, we aim to understand how teachers responded to the challenges of school gardening in a McDonaldized educational climate. This exploratory study is part of our ongoing work with this school and others as we attempt to understand school gardening as a form of environmental education.
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