Author's Name:	Marco Giliberti Auburn
Subject Area:	Social Science and Humanities
Subject	Education
Section	Review Papers

Curriculum, Teacher Education, Learning Gardens, Sustainability

Issues such as depletion of the biosphere, climate change, and the necessity to feed a planet populated by billions have started to become part of the academic curriculum in the United States. On another hand, school reformers are occupied in assessing vast quantities of educational programs, however, these outcomes appear fragmented. Drawing upon to a set of teacher education theories: the study illustrates a set of possible implications on teacher education of the so-called US school garden Movement. The garden was specifically considered for its persuasive image. It is considered a place of sedimentation necessary for the modification of teacher education curriculum and for the diffusion of sustainability education in the 21st century. The call for update of the National curriculum (i.e. No Child Left Behind) is an opportunity to rethink the school garden as a pragmatic space. The garden is a place for taking actions aimed to reinforcing student teachers commitment to sustainability. The paper draws upon to a set of additional question i.e. How to introduce Sustainability in teacher education s curricula? How the teachers can promote food self-sufficiency by enhancing local productivity?