This article reflects on 4 years of research activities in the fields of horticulture and creative praxis. The initial project was a personal one and set out with a simple methodology of collecting, observing, and recording a specific genus of plants, that of Mentha. But as the specific question of whether a garden can, or should, be thought of as a work of art was raised it developed into an interactive, more-than-human dynamic between the researcher and multiple species. Ultimately, this led to a consideration of the positionality and interactions of the creative practitioner as critical, in order to develop a transdisciplinary praxis that explores the ecological and transformative potential of learning and healing through gardening. Through a reflexive narrative approach, the role of gardening in education, therefore, is positioned as an art and design praxis and as a partial remedy for several salient, contemporary global issues and challenges. A praxis that if not the complete remedy might at least help, in part, to remedy the damaging ecological experiences of adult and child learners alike, and as such, this article concludes with a provocation for teachers as artists and activists.

中文翻译：

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归属感教育学笔记：重新野化艺术与设计教育

本文回顾了四年来在园艺和创意实践领域的研究活动。最初的项目是个人项目，采用了一种简单的方法来收集、观察和记录特定的植物属，即薄荷属植物。但随着花园是否可以或应该被视为一件艺术品的具体问题被提出，它发展成为研究人员与多个物种之间互动的、超越人类的动态。最终，这导致对创意实践者的地位和互动的考虑至关重要，以便开发一种跨学科的实践，探索通过园艺学习和治疗的生态和变革潜力。因此，通过反思性叙事方法，园艺在教育中的作用被定位为一种艺术和设计实践，并作为解决几个突出的当代全球问题和挑战的部分补救措施。这种实践即使不是完全的补救措施，也至少可以部分帮助补救成人和儿童学习者所遭受的破坏性生态体验，因此，本文的结论是对作为艺术家和活动家的教师的挑衅。