In this essay, Kate Cairns considers the implications of assessing garden pedagogies, arguing that a rhetoric of effects assumes an essentialist conception of the child-as-educational-output and bolsters a neoliberal vision of social change rooted in personal transformation. Drawing from ethnographic research with youth gardens in Toronto, Ontario, and Camden, New Jersey, she highlights contextualized experiences of learning and labor that exceed the boundaries of an effects framework. Cairns argues that garden pedagogies must be understood in relation to specific dynamics of racial, economic, and ecological injustice. The essay closes with reflections on how feminist theories of social reproduction might reimagine pedagogies of the garden in a way that attends to young people's participation in life's work.

中文翻译：

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超越魔术胡萝卜：花园教学法和修辞修辞

在这篇文章中，凯特·凯恩斯（Kate Cairns）考虑了评估园林教学法的意义，认为效果的措辞假设了对儿童作为教育的输出的本质主义观念，并支持了根植于个人变革的社会变革的新自由主义视野。她从人种学研究中对安大略省多伦多市和新泽西州卡姆登市的青年花园进行了研究，着重强调了超出效果框架范围的学习和劳动的背景经验。凯恩斯认为，必须根据种族，经济和生态不公的特定动态来理解园林教学法。文章最后以反思女性生殖社会再生产理论如何以年轻人参与生活工作的方式重新构想花园的教学法。