The streets of New York City are alive with plants from all over the world that can tell rich histories, especially within the immigrant communities. Often these communities have long relied on plants to improve health, but such value and use is not widely shared. Additionally, cultural practices such as foraging and gardening are cast aside in young people’s attempts to assimilate. 

The Planting Stories: Seeds of Diaspora project was implemented in New York City by Columbia University faculty, researchers and students at the School of Professional Studies, the School of the Arts, the Department of Latin American and Iberian Cultures, and Columbia Artist/Teachers, in partnership with the Columbia Secondary School, a public high school located in Upper Manhattan, and the Humanities Institute at New York Botanical Garden. 

This seed-funded project aimed to equip students with the tools and knowledge to better understand and share their familial and cultural histories and identities, while facilitating cross-cultural and cross-generational transfer of knowledge and practices.

Green Team naturalist walk with Columbia World Projects team. Credit: Lex Taylor

Green Team naturalist walk with Columbia World Projects team. Credit: Lex Taylor

The project produced, piloted, and refined a one-of-its-kind teaching curriculum focused on enhancing high school students’ scientific, creative, and cultural knowledge and skills related to plants. A total of 140 students participated in the project, engaging in activities ranging from foraging walks to family interviews and poetry writing. Columbia graduate artist-teachers received mentorship and training, and many of them described the experience as pivotal to their development as writers and educators. Participating external experts had the opportunity to share their expertise with a new audience of New York City high school students.   

The Planting Stories project provided proof of concept on how interdisciplinary education, rooted in place and culture, can empower young people and educators. The project addressed a gap in secondary education — the intersection of environmental literacy, cultural awareness, and creative expression. By grounding writing in the physical and cultural experience of plants, the project helped students connect with their communities, families, and themselves in new ways. Planting Stories provided a new community site and template for teacher training and mentorship and cultivated new partnerships.

The project team is continuing this work and is interested in exploring expanded partnerships throughout New York City.  

To learn more, email Professor Lynnette Widder at [email protected].

Partners:

• Columbia Secondary School
• Humanities Institute at the New York Botanical Garden
• Columbia Artist/Teachers (CA/T)