Vertical gardens: Sustainability, youth participation, and the promotion of change in a socio-economically vulnerable community in Brazil

Abstract

This article is situated within the intersection of education for social transformation (EST) and ecojustice education (EJE). We have described the benefits of youth participation in an after-school science program offered to socio-economically vulnerable populations in São Paulo (Brazil). More specifically, we explored participants’ changing views of sustainability as they engaged in a 24-week project of their choice: The cultivation of a vertical herb garden. The analysis of our discussions and extensive field notes revealed that during the time participants cared for the garden, they developed: (a) A more accurate (refined) conceptualization of sustainability, (b) an appreciation for alternative and viable ways of producing food in urban settings, and (c) a stronger relationship with one another. In the end, involvement in the vertical garden project proved to be a powerful example of how science education can transform the livelihood of youth by expanding their views on human interconnectedness with all forms of life.