Abstract
Afterschool activities are crucial for youth development, yet rural programs often lack resources for academic and enrichment activities. In a small northeastern Oklahoma town, an afterschool program serving over 1,000 youths, predominantly Native American or from low-income/single-parent homes, gained an outdoor space for an educational garden. This study identifies the garden’s key elements to meet the diverse group’s academic, psychological, and physical needs. The study, conducted through case studies and a design-led process, explored the Cherokee tribe’s gardening culture, children’s educational garden programs, youth gardening safety, local food security, and interactive gardening programs. The aim was to integrate these aspects into the garden’s masterplan. The process involved rigorous design charrettes, presentations, reviews, and revisions between landscape architects and club leaders, focusing on promoting physical and social-emotional health, hands-on scientific learning, and environmental stewardship. The masterplan includes raised bed gardens, paths, maintenance footpaths, perimeter green screening, shade structures, tables, chairs, a medicinal garden, seating benches, and tool storage. This blueprint aids in securing construction funds. The study shows that outdoor educational gardens can engage children in growing healthy foods and participating in hands-on activities while learning environmental stewardship. The garden also connects to academic subjects like science, math, social studies, and health. These insights are valuable for future youth gardens, especially in rural, low-income, and Native American communities.
Presenters
Qing Lana LuoAssociate Professor, Landscape Architecture, Oklahoma State University, Oklahoma, United States
Details
Presentation Type
Theme
Learner Diversity and Identities
KEYWORDS
Youth program, Health, Underrepresented, Educational garden, Native American
