International Journal of Social Policy & Education

ISSN 2689-4998 (print), 2689-5013 (online)

A Social Action Narrative: Case Study of a Community Orchard/Living Classroom

Dr. James Barbre and Amber Hall


The benefits stemming from outdoor science education are considered received wisdom in student learning. Effectively combining these with community drives toward general improvement have the opportunity of developing interesting projects and initiatives. The narrative from the project of the Mary Scott Community Orchard project approach toward the goal of community improvement is both unique and highly replicable. Partnerships and collaborations facilitated between schools, local businesses, local and state agencies, and higher education have produced a unique living classroom and open-access community orchard. Teachers and students were essential actors in this project and acted as agents of active social change. This narrative will describe that experience and the intentional, yet practical educational underpinnings embedded in developing an interactive experience teaching people more about their environment and growing food.