Finding our Place in the Garden

Abstract

With our bearings of place as assemblage, as political, and as driven by context and locality, we share our story of encountering the community garden on the campus of Capilano University in North Vancouver, and our evolving relationship to this place. In exploring our relationship to place, we recognize the importance of place-conscious learning for children, students, and educators in the context of our time, as we are living in a climate crisis, and are situated as settlers on stolen Indigenous land.  Throughout this inquiry, we have been oriented toward theory in early childhood education that lives within poststructuralist and reconceptualist frameworks.