Growing change : an analysis of learning processes in community gardens in Budapest

Abstract: Cities have a crucial importance from the sustainability point of view. More than 50% of the global population lives in cities, therefore urban dwellers’ environmental knowledge can be of critical importance. Many argue that an important part of environmental knowledge is acquired outside of a formal school setting, therefore in this thesis I explore learning processes connected to community gardens. I define environmental knowledge in the broadest sense possible, taking into consideration all that relates to social-environmental sustainability. In my exploration of the educational potential of gardens I use a qualitative, multiple case study approach, with two community gardens of Budapest being my units of analysis. Data collection and analysis are supported by two social learning theories: Triple-Loop Learning Theory, which helps me to shed light on what is learned and in what depth, and Communities of Practice Theory, which help me to investigate how these learning processes happen. For the collection and analysis of data I follow an iterative approach, collecting and analysing data from one study site initially, then using this to inform the subsequent data collection methods on the second site. Following a methodological triangulation approach, I use multiple qualitative research methods and data sources in both cases to ensure the credibility and internal validity of my research. One of my main findings is that the structure, history, and composition of the gardens are critical to what is learned and how. Also, even though coordinating associations and coordinators do not explicitly support the sustainability education of the gardeners, these spaces can still provide a rich context for learning about topics such as: gardening and local ecological conditions, waste reduction and composting, use of technologies and communicational tools, community building and management skills, personal and interpersonal skills, alternative lifestyles, and wider socialenvironmental issues. Most learning happens through interaction with more skilled and engaged members and others from the community, through practice and through the construction and discussion of meanings and identities. I hope that the findings of this thesis will allow better insight into the processes already in place and inspire further research and action to maximize community gardens’ educational potential.