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.
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