This paper follows the perspectives and initiatives of teachers, who were directly and indirectly, involved in a school terrace gardening project co-designed with some of them. Their narratives included their perceptions regarding students working at the farm, connected initiatives within the curriculum, and any personal efforts prompted by their…

Cultural historical activity theory perspectives are drawn in this paper to realize collective transformative agency and the externalization of individual student identity, with students seeking personalized assistance from their teacher while learning mathematics at a grade eight classroom in Sweden. Even as teacher-researcher collaboration and…