Archive:

A Garden of Transformation: A Sustainability Journey

By Alexander Garcia

Abstract: This personal narrative details a transformative journey through a Ph.D. in Sustainability Education at Prescott College, culminating in a dissertation on community gardens in Orange County, California. The inquiry was guided by the core question: How may postcolonial theories and decolonization frameworks inform the practices and understandings of community gardens, particularly regarding inclusivity, cultural relevance, and the empowerment of marginalized communities? I reflect on the profound shift from an idealized, objective view of research to an embodied, relational, and deeply personal approach. This journey, rooted in a personal identity as a gay Latino man, exposed the complexities of colonialism and my own positionality, sparking a powerful emotional and intellectual transformation. The article highlights how methods such as post-qualitative inquiry, visual ethnography, and walking ethnography provide a space for authentic engagement and the co-creation of meaning. Ultimately, I share key lessons for the field of sustainability education, including the power of personal transformation, the need to embrace decolonization as a lived practice, and the potential of community gardens as sites for transformative learning. The narrative concludes with a call to action for educators and practitioners to embark on their own journeys of self-discovery, emphasizing that every small act of connection can be a catalyst for a more just and equitable world.

Looking Beyond the Surface: Uncovering Community Gardens’ Role in Resisting Colonial Forces

By Alexander Garcia

Abstract: This literature review delves into the intricate relationship between community gardens and the enduring legacy of colonialism. While community gardens offer numerous benefits, such as increased food security and building community connections, there is a gap in inquiry around their historical and cultural context, especially relating to colonial legacies. This review explores postcolonial theory and decolonization frameworks through key contributors such as Edward Said, Gayatri Spivak, and Frantz Fanon, to understand the power dynamics of land access, knowledge systems, and cultural representation within community gardens. It examines the potential of community gardens to spur cultural revitalization, ecological sustainability, and decolonization while considering and discussing the challenges and necessary considerations for achieving these goals. This inquiry is timely, along with other broader decolonization movements, and it discusses the importance of centering Indigenous Traditional Ecological Knowledge (ITEK). After reviewing the existing literature, gaps were identified for further inquiry to be proposed. That contributes to the ongoing conversation of decolonization as a method to address social change and environmental concerns within community gardens.