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Conclusion

Growing numbers of studies support consultation with children regarding an area of their schooling about which their views and ideas have rarely been invited. The garden project initiative and gardening pedagogies at The Patch Primary School offer new hope and possibility for how children's genuine participation in schools and society might be understood and enacted. In this context children are considered as key stakeholders and active learners who have something to say about their involvement in shaping their social and environmental transactions. An important dimension of the design activities and principles employed within environmental and sustainability curriculum is their capacity to effectively frame learning in ways that assist children to think and learn through non-linear and creative frameworks. In this model of teaching and learning, adults facilitate children's participation in programmes that consult them on their ideas and opinions, of which they have many. As a consequence of these pedagogies children become competent thinkers and actors who are capable of envisaging, building and inhabiting their everyday places in democratic, sympathetic and ecological ways.

 
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