Bush garden ethos in South Australia

The bush garden ethos in South Australia, notwithstanding the state's dearth of water, poor soils and Mediterranean climate, has been slow in evolving. Even today. the logical Mediterranean philosophical arguments of Trevor Nottle, expressed in Gardens of the Sun,' are passed over in favour of struggling or often over-watered gardens containing ubiquitous 'Iceberg' roses, an eclectic exotic collection of plants, and the odd umbrageous eucalypt.'

Garden & landscape heritage:a crisis of tangible & intangible comprehension and curatorship

The cultural landscape of George Town, Penang, Malaysia, embraces the historic enclave of George Town as well as a range of other significant colonial vestiges adjacent to the entrépôt. Many of these landscapes cannot be isolated from the énclave as they are integral to and part of its cultural mosaic and character. Perhaps the most important are the Penang Hill hill-station landscape and the 'Waterfall‘ Botanic Gardens. The latter is an under-valued 'garden of the empire‘—a garden that significantly underpinned the development and historical and botanical stature of the Singapore Botanic Gardens.This paper reviews the cultural significance of colonial botanic gardens as they were established around the world during the scientific explosion of the late 1800s. It addresses their position within World Heritage listings, and considers the role, significance and importance of the 'Waterfall‘ Botanic Gardens within this context, within the concept of 'cultural landscapes‘, and critiques its absence from the recent World Heritage Listing of the colonial enclaves of Georgetown and Meleka in Malaysia.

Growing community : the impact of the Stephanie Alexander kitchen garden program on the social and learning environment in primary schools

This article presents results from a mixed-method evaluation of a structured cooking and gardening program in Australian primary schools, focusing on program impacts on the social and learning environment of the school. In particular, we address the Stephanie Alexander Kitchen Garden Program objective of providing a pleasurable experience that has a positive impact on student engagement, social connections, and confidence within and beyond the school gates. Primary evidence for the research question came from qualitative data collected from students, parents, teachers, volunteers, school principals, and specialist staff through interviews, focus groups, and participant observations. This was supported by analyses of quantitative data on child quality of life, cooperative behaviors, teacher perceptions of the school environment, and school-level educational outcome and absenteeism data. Results showed that some of the program attributes valued most highly by study participants included increased student engagement and confidence, opportunities for experiential and integrated learning, teamwork, building social skills, and connections and links between schools and their communities. In this analysis, quantitative findings failed to support findings from the primary analysis. Limitations as well as benefits of a mixed-methods approach to evaluation of complex community interventions are discussed.