Abstract:
The purpose of this study was to explore and describe the perceptions of key roleplayers
on best practices for sustainable school-based vegetable gardens in a
resource-constrained community in the Nelson Mandela Metropole, Eastern Cape
Province. The study forms part of a broader research project, which aims to investigate
how sustainable school-based vegetable gardens may promote resilience in resourceconstrained
communities.
I utilised an interpretivist paradigm as meta-theory and followed a qualitative research
approach. I selected an instrumental case study design, applying Participatory
Reflection and Action (PRA) principles, thereby aligning my study�s design to the
broader research project for data generation and documentation. I relied on multiple
data generation strategies, such as, PRA-based workshops, observation, field notes,
audio-visual data, a semi-structured interview and a research diary to generate and
document data.
Following inductive thematic analysis, two main themes and related sub-themes
emerged. The first theme relates to the value of school-based vegetable gardens,
reflecting the provision of food and nutrition, skills acquisition and the practical
application of the curriculum. Secondly, sustaining school-based vegetable gardens
was identified as a theme, indicating the mobilisation of human resources, attending
to environmental conditions, establishing the required infrastructure, accessing and
enhancing knowledge, as well as continued planning and monitoring as factors
affecting the sustainability of school-based vegetable gardens.
The findings of this study indicate that participants view school-based vegetable
gardens as valuable and beneficial for learners in terms of nutritional supplementation
and enhancement on a microsystemic level. On an exosystemic level, school-based
vegetable gardens have value for schools in terms of adding nutrition by means of
fresh vegetables for school kitchens or school feeding schemes. Furthermore, I
conclude that school-based vegetable gardens hold value for teachers as they may
get the opportunity to buy fresh produce from the school. Finally, on a macro systemic
level, school-based vegetable gardens imply value for the broader community as
school grounds can e.g. be used by underprivileged parents to plant vegetables for
their families. Thus, schools can support the wider community by providing produce
from vegetable gardens to the elderly, sick and vulnerable members of communities.
This can lead to more nutritional food being made available to families who may not
have sufficient food intake.
