Growing an Indigenous Gardening Curriculum
LaCher Bobbie Pacheco and her students enjoy a citrus tea party.
Planet Forward
LaCher Pacheco is currently a Carson Scholar in AIR's Education program.
Imagine failing at your dream job due to lack of materials to teach!
Shortly after graduating from the University of New Mexico with a degree in American Indian Education, I applied for a teaching job in my Pueblo community. In 2017, I was hired as the edible foods garden teacher for grades kindergarten to eighth grade. The garden class was considered an elective to help revitalize healthy eating habits for students.
The school administration was hoping I would collaborate with language teachers and community elders to support language development. I was invited to work with language teachers to develop gardening lessons, but the school was remodeling its garden space. I asked the district for support, but it lacked a school curriculum for the subject.
During my prep hours, I searched for Indigenous gardening practices, but none were published. Without much luck, I was forced to research lesson plans using the Reggio Emilia Approach, built on the idea that the environment is the third teacher, and the Waldorf education model, which supports the idea that children learn through integrated approaches like connection to nature and creativity.
Even with these frameworks, planning for 16 classes was nearly impossible. Every day, I felt like I was failing my students by not knowing how to teach them about gardening. It was easier for us to go on nature walks and engage in discussions while we harvested native plants until we encountered reptiles and inclement weather. The school days were filled with transitions and attendance tracking, and limited teaching.
I was distressed to the point of resigning. Instead, I applied to a Ph.D. program at the University of Arizona focused on Children’s and Young Adult Literature in a Diverse World.