This community-engaged project explores the nuanced complexities of a volunteer-based community garden in Morrowtown, a historically Black neighborhood in Burlington, North Carolina. Over the past year, we have partnered with residents using a community-based participatory action research approach (CBPAR) and post-critical ethnographic methods to identify their strengths, values, goals, leadership styles, and community organizing strategies while working collectively to find solutions that meet the community’s needs. We have been inspired by the residents who are food justice advocates working to combat harmful stereotypes labeling their community as “broken.” Our theoretical framework for both studies is guided by Reese’s (2018) concept of “geographies of self-reliance.” Reece (2018) described how a community garden enabled a Black community to reclaim their culture and identity amidst the threat of gentrification. The residents in the study embodied ‘geographies of self-reliance’ as a form of resistance against structural inequalities. 

Initially, we believed one of the purposes of the community garden was to alleviate food insecurity and promote food sovereignty, as Morrowtown is located in a food desert. The community leaders we interviewed, however, are passionate about addressing the educational needs of the youth in the community, increasing residents’ participation in the garden, and uplifting their community by bringing people together. We are learning that collaborating with a community requires flexibility and adaptability, as this project, initially focused on exploring food-related issues, is becoming more complex as we build upon what we have learned about community gardens and wellbeing from the residents’ perspectives. 

Now, our focus is investigating how leadership, participation, and education are essential in building a “geography of self-reliance” in the Morrowtown community. There is less literature exploring how leadership and leadership styles affect the participation in and sustainability of community gardens, as Gilbert et al. (2020) stated that “research has not explicitly addressed the influence of individuals in positions of power on community garden goals and systems” because “far less understood… is how different qualities of leadership styles can lead to vastly different experiences by program participants” (p. 260). Our project addresses gaps in the literature, and we are continuing to interview and survey residents to better understand the effects of the community leaders’ leadership style on engagement and perceptions of the community garden.

A secondary research project has emerged from the initial work of the primary project. Community residents expressed in interviews the need for educational initiatives for the ethnically diverse youth. With the residents, we have planned a food sovereignty education program to improve the Morrowtown youth’s math, literacy, and science skills based on state standards and incorporate gardening and nutritional education, all at the community garden. A core component of the program is engaging the youth’s families and other community members. We are inviting children and youth of all ages to participate, including their families, to support intergenerational learning. 

This education program includes once-a-week sessions lasting 75 minutes each that will be interactive and experiential, focusing on gardening, cooking, and nutrition. For example, measuring ingredients, writing recipes, and illustrating plant growth cycles contribute to developing these skills through active involvement and intellectual engagement. Each session includes interactive cooking activities where participants, using child-friendly kitchen tools, will learn to prepare and cook the featured ingredients. Each session will culminate in a shared meal, allowing everyone to acknowledge the process of cooking and preparing their meal and, most importantly, enjoying the food together. 

Data collection for the initial project and the food sovereignty education program includes individual and focus group interviews, surveys, and field observations. We will develop themes from the survey and interview data using Braun and Clarke's (2022) reflexive thematic analysis.

The community garden study is a case study using a mixed-methods design, including surveys, interviews, focus groups, and field observations. Case studies are increasingly used in health science research, allowing for a nuanced analysis of contextual factors and relationships affecting the case (Fàbregues & Fetters, 2019; Guetterman & Fetters, 2018). Using a mixed methods approach allows for a multi-step data collection process and enhances the quality of the findings (Sibbald et al., 2021). We are using community engagement and community organizing research approaches that align with the values of CBPAR and community asset mapping (CAM). CAM focuses on communities' skills, assets, and capacities to facilitate sustainable community-based development (Luo et al., 2023). Making the community leaders equal partners in the project was essential because they have unique strengths and perspectives, enhancing the understanding of social and community dynamics. Community organizing compliments a community-engagement approach because community organizing acknowledges that for social change to occur, community members and research partners must desire and feel a need for change; we are most likely to create social change when actively involved in group learning and decision-making. For the secondary project, we are collecting data throughout the program using a community-engaged approach that is inspired by the values and goals of CBPAR (Holkup et al., 2004; Israel et al.,1998; Morales-Garzón et al., 2023). This study is designed to be iterative, with participant feedback, as it is crucial in refining and enhancing the program. Participant input will better guide the educational content to meet specific cultural, learning, and dietary needs, ensuring the program remains effective. This community-engaged approach seeks to enrich the learning experience and contributes valuable insights into the effectiveness of ongoing development of best practices in nutrition education. We will use Braun and Clarke's (2022) reflexive thematic analysis for both projects. The themes from interview and survey data are being developed as this is an iterative process. Additionally, we are drawing upon post-critical ethnography as it highlights critical self-reflection, collaboration, and dialogue (Hytten, 2004). For that reason, we will are regularly sharing preliminary findings for both projects at monthly community meetings.

The data collection for both projects is ongoing. We have found three preliminary findings across both studies based on individual and group interviews, surveys, and observations in the garden. The first finding is leadership and “geographies of community self-reliance,” which draws upon Reese’s (2018) concept of “geographies of self-reliance.” The four primary garden leaders, Ms. Johnson, Mr. Rocky, and Mr. Thomas (all pseudonyms), are influential and empowering leaders, connectors, and facilitators whose collective efforts create a “geography of community self-reliance” in Morrowtown. Ms. Johnson’s actions to improve the garden and uplift the community are effective, as Mr. Thomas and Mr. Rocky have stated, “She just does all kinds of things… almost like an angel. And sometimes I think she ought to blow up, but she don’t… That’s a good leader that can do that.” The second finding is that the garden’s purpose goes beyond producing and distributing the food grown. Initially, we believed that the purpose of the garden was to alleviate food insecurity and promote food sovereignty, as Morrowtown is located in a food desert. However, this assumption led us to our third finding, which is that the community residents are passionate about addressing the educational needs of the youth in the community and increasing residents’ participation in the garden. Mr. Rocky observed, “A lot of times, they just stand on their porches and watch us…We don't give up on them. We still hoping they'll come out and participate.” Ms. Johnson emphasized that many residents lack knowledge about the produce grown in the garden, saying that “if they come out here, they wouldn't know what to pick… I don't think they would know what to do with the vegetables.” The education programming we are co-developing with the community leaders is an opportunity to meet their identified needs.

Braun, V., Clarke, V., & Hayfield, N. (2022). ‘A starting point for your journey, not a map’: Nikki Hayfield in conversation with Virginia Braun and Victoria Clarke about thematic analysis. Qualitative Research in Psychology, 19(2), 424-445. Gilbert, J., Chauvenet, C., Sheppard, B., & De Marco, M. (2020). " Don't just come for yourself": Understanding leadership approaches and volunteer engagement in community gardens. Journal of Agriculture, Food Systems, and Community Development, 9(4), 259-273. Reese, A. M. (2018). “We will not perish; we’re going to keep flourishing”: Race, food access, and geographies of self-reliance. Antipode, 50(2), 407-424. https://doi.org/10.1111/anti.12359