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It builds on future workshops as a platform for situated capacity building, connecting in-school stakeholders with external partners such as school ground planners and administrators. The findings show that future workshops can make stakeholders co-producers of both articulated and tacit knowledge, informing new approaches to outdoor management for educational use, including gardening.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/capacity-building-for-school-gardening-a-swedish-case-study/597441/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/capacity-building-for-school-gardening-a-swedish-case-study/597441.png","ImageObject",300,407,{"name":92,"@type":93},"Blue Pony","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research method does the article use to build capacity for school gardening?","Question",{"text":112,"@type":113},"It uses the future workshop as a research method, treating workshops as a way to involve stakeholders in producing new knowledge together.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why is greening school grounds important according to the article?",{"text":117,"@type":113},"It argues that strengthened support and new management approaches can make school grounds more suitable for educational purposes, including gardening.",{"name":119,"@type":110,"acceptedAnswer":120},"How did the project’s design relate to earlier teacher interviews?",{"text":121,"@type":113},"The article starts from an interview study with teachers and later uses those experiences and assumptions to shape the project, focusing on adults’ conceptions.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597441,1792231792,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Capacity Building for School Gardening: A Swedish Case Study  \nPetter Åkerblom, Swedish University of Agricultural Sciences, Sweden  \nAbstract  \nThis article reflects on experiences from Swedish research on school gardening and greening school grounds. A process-orientated case study in two Swedish cities is discussed, based on future workshops as a platform for situated capacity building in interaction between stakeholders in the in-school context and stakeholders from outside the local school, such as school ground planners and school ground administrators.  \nThe case study indicates that using the future workshop as a research method is a way to involve the stakeholders as subjects in the production of new knowledge, which means a collaborative production of both articulated and tacit knowledge. The case study shows that new approaches to school ground management could help a school make its outdoor environment more suitable for educational purposes, including gardening.  \nRésumé  \nCet article tient compte des expériences d’une recherche suédoise sur les jardins scolaires et l’écologisation des cours d’école. On discute d’une étude de cas axée sur lapoursuite du processus dans deux villes suédoises. On fonde cette étude sur defuturs ateliers qui serviront de plate-forme pour ledéveloppement délimité des compétences, en interaction entre les parties intéressées dans un contexte de classe, et les intéressés de l’extérieur de l’école locale, tels les planificateurs scolaires et les administrateurs d’école.  \nL’étude de cas donne à entendre que l’utilisation d’ateliersfuturs commeméthode de recherche est une façon d’impliquer les intéressés en tant que sujets dans la production d’un nouveau savoir, lequel signifie une production collective de deux savoirs, l’articulé et le tacite. L’étude de cas montre que de nouvelles approches à la gestion des cours d’écoles pourraient aiderune école à rendre son cadre extérieur plus convenable à des fins éducatives, y compris le jardinage.  \nThis article hopes to contribute to the importance of school ground greening by reflecting and discussing experiences from Swedish research focused on the educational use, development, and management of school gardens. School gardens, as well as support from the municipal services for stimulating gardening activities, are comparatively rare in Sweden (Åkerblom, in press) .  \nCanadian Journal of Environmental Education, 10, Spring 2005 273  \nThe starting point for the article is an interview study with teachers 1 working with school gardening, later gathered into a licentiate thesis (Åkerblom, 2003) . The aim was to investigate, characterize, and discuss the interviewees’conceptions of the impact and importance of school gardening. The qualitative study, in which 20 teachers of children in the 5-12 year age range were interviewed, is based on the qualitative research interview (Kvale, 1987, 1997) . Experiences and assumptions from that work have influenced the design of the project in this article, which for that reason is focused on adults’conceptions.  \nGreening school grounds requires the involvement of a range of stakeholders to improve the outdoor settings for educational purposes (Dyment, 2004a) . In this article I will discuss a process-orientated experiment in two Swedish cities, Lund and Uppsala, where stakeholders in the school itself interacted with such stakeholders as school ground planners and school ground administrators from outside the local school unit.  \nThe overriding aim of the article is to contribute towards a greater understanding of the impact of strengthened support of school ground management. The purpose is to discuss in what way new approaches to school ground management could help a school make its school grounds more suitable to educational purposes including gardening.2 How can educators and administrators interact to increase the use of the outdoor environment in the school’s educational activities?  \nAccording to my earli","cbCaistXuLehCWmq","https://ap.wps.com/l/cbCaistXuLehCWmq","pdf",84058,13,"English","# Abstract\n## Research approach and case context\n## Capacity building through future workshops\n## Implications for school ground management\n## Interview-based starting point\n## Stakeholder interaction and educational outcomes","[{\"question\":\"What research method does the article use to build capacity for school gardening?\",\"answer\":\"It uses the future workshop as a research method, treating workshops as a way to involve stakeholders in producing new knowledge together.\"},{\"question\":\"Why is greening school grounds important according to the article?\",\"answer\":\"It argues that strengthened support and new management approaches can make school grounds more suitable for educational purposes, including gardening.\"},{\"question\":\"How did the project’s design relate to earlier teacher interviews?\",\"answer\":\"The article starts from an interview study with teachers and later uses those experiences and assumptions to shape the project, focusing on adults’ conceptions.\"}]","Capacity Building for School Gardening - A Swedish Case Study | PDF",1792085017,33]