This article is about the tensions faced in facilitating the relationship between teachers and community members while working toward a community garden project. The authors adopt an ecological model for effective classroom-community collaboration and discuss how this process unfolded in the current setting. Two classroom projects serve as exemplars of culturally relevant classroom-community collaboration. The garden project is evaluated through classroom-community collaboration models. This evaluation includes a discussion of common and disparate goals of teachers and community members and how differences are navigated in the current milieu.
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