Epsilon Archive for Student Projects

Abstract

Pocket forests developed with the Miyawaki method present fast succession and reach climax in up to 20 to 30 years. The local community is usually included in the planting, and school grounds are commonly chosen locations for stand establishment. Children’s participation in the process from design to planting can stimulate the ownership of places and foster environmentally aware citizens. This observational case study aims to evaluate the development of these aspects through site visits to five Miyawaki forests planted on school grounds in Europe and Brazil. Participating children, school staff, parents and forest designers were interviewed in connection with the visits. Children’s engagement in the implementation of Miyawaki forests directly affected the senses of pride, place attachment and ownership of places. Children that participated in the planning and planting processes became stewards of the forests and cared about them. The evaluation of the forests planted in Europe suggests that it is possible to implement Miyawaki pocket forests in school grounds in Southern Sweden as part of a strategy to enhance biodiversity, provide ecosystem services and empower school children.