Master Gardener Volunteers remain active in the program into 2021, no matter the number of educational or volunteer service hours accrued. We encourage continuing Master Gardeners to pursue opportunities to complete their continuing education hours, as circumstances allow. Please report your 2020 volunteer service hours and continuing education hours using your program’s volunteer reporting system. Remember that reading relevant OSU Extension publications can be applied to continuing education requirements.
Master Gardener Volunteers who were certified in 2019 or 2020 (meaning that they completed required educational and volunteer service hours) can carry over their certification to 2021, and are eligible to receive recertification stickers for their badge. Current Master Gardener certification is required to work in the plant clinic, teach workshops, or write articles on behalf of OSU.
Master Gardener Volunteers are eligible for the 2021 training program, which will be focused on skills building for current Master Gardeners. This includes 2020 students and will be offered at no charge.
What now? What do I need to do to continue as a Master Gardener Volunteer in 2021?
Complete OSU’s required “Conditions of Volunteer Service Form.” Your local Master Gardener Program coordinator distributes and collects forms, each year. Please wait until you receive the notice from your local Master Gardener Program coordinator, to fill out and file your annual paperwork.
Complete 10 hours of continuing education*
Complete 20 hours of volunteer service*
*If limited volunteer activities are available in 2021, as a result of COVID or other factors, this requirement may be suspended.
Recertification stickers on Master Gardener volunteer badges are a quick and easy way to identify certified Master Gardeners. Each year, a new set of stickers are printed and given to Master Gardeners who have met recertification requirements.
Ourselves: our own work. Looking at our own stories and history including the history of racism in Oregon and the founding stories of land grant institutions. We are looking deep into our field of work including colonization even in the naming of plants. We are learning to acknowledge this has been happening for years and before our time. This work improves our critical consciousness so we’re aware of inequities.
How and who Master Gardeners serve in the community: We’re asking questions like how do we as Master Gardeners serve our communities and neighbors? How far are we reaching into our communities, and who are we missing? Who needs gardening advice, support and education? What do we know and not know?
Systemic within the Master Gardener program: What does it mean to be a Master Gardener and who is the training program designed for? What are the barriers to the program and how can we remove them?
To this end:
We’ve convened a working group of Master Gardener coordinators from different parts of the state to participate in and lead this work;
I’ve had a series of conversations about our work with coordinators across the state in every county where there’s an active Master Gardener program, as well as with coordinators and program leaders in California and Minnesota;
25+ Master Gardener coordinators recently participated in a 3–hour training on equitable leadership;
We are examining and planning ways to include diversity, equity and inclusion in training for all Master Gardener volunteers;
Enacting a series of feedback surveys for Master Gardener volunteers to ensure voices are heard. This includes surveys for feedback on our program’s priorities and values, and upcoming trainings for 2021.
“So with all of this we’ll be done, right?” I think about the best answer for this is in a gardening analogy. A few years back my partner asked me, clearly exhausted, “Aren’t we done with the garden yet?” As I stood there with eyes wide open, I pondered how I was going to break it to her. As gardeners we all know that a garden is never done. It’s an ongoing journey of discovery, setbacks, and amazing results. And a lot of soil building. And so it is with doing the work of diversity, equity and inclusion. We’re in it for the long haul.
2020 has delivered many challenges and Oregon Extension Master Gardeners have risen to meet them. Identifying pest problems, recommending plant options, responding to compost concerns have all gone from in-person discussions to virtual workshops, email, and web based interactions. This has been a tremendous pivot, all while Oregonian’s interests in gardening, and beginner gardeners, have skyrocketed in numbers.
In order to meet the needs of the community and to support our 3,000 active Master Gardeners, we are excited to begin announcing our approach to elevated education in 2021.
Current Master Gardeners (including 2020 trainees) will be offered an innovative new curriculum, online, via a combination of self-paced learning and live webinars and online conversations with OSU experts. Online discussion boards and meeting rooms will be used to foster connectedness, networking, and the exchange of ideas among Master Gardeners across the state. This curriculum will be delivered January – March, 2021, so that Master Gardener volunteers can launch the 2021 gardening season empowered to serve Oregon’s experienced and novice gardeners.
Trainings for new Master Gardeners will occur again in 2022.
What this means for Master Gardeners: • access to top level university training opportunities to connect, learn and grow with others in your local community as well as across the state; • learn how to take the deep well of horticulture knowledge you have and bring it to more people, friends and neighbors through learning new online tools;
What this means for Oregonians; • increased accessibility to OSU Extension Master Gardeners, questions and advice; • a whole wave of new regionally relevant resources to support Oregon’s gardeners; • increased topics of knowledge for growing plants for food, health and wellness;
We will continue to offer our core services to gardeners in local communities, including answering your gardening questions, teaching and demonstrating locally-relevant gardening methods, and supporting locally-driven and delivered garden education opportunities. But we’re also expanding and strengthening our ability to develop and disseminate gardening advice and information in ways that are easily accessible to gardeners of all levels, on their own time, at their own pace, and at no cost.
In the coming week, surveys will be distributed to current Master Gardeners to solicit your thoughts, ideas and priorities for this new 2021 curriculum. We look forward to hearing what’s important to you and your local communities and are excited to work together in 2021. Together, we can grow Oregon’s gardeners.
What are the stories we tell about our lives, our history, our gardens, our favorite flowers? I’ve been thinking about these things, and how we can personalize what’s happening in the world. How we bring issues of justice and equity into our lives as gardeners.
What can we do? How do we start? Why haven’t we done this earlier? What does this have to do with gardening?
These are all questions I’m hearing from Master Gardener leaders and volunteers throughout the state. Via Zoom, phone and email, I’ve been doing a lot of listening in my new role as statewide outreach coordinator, and asking questions.
And in the way of the world right now, I’m incredibly thankful to be learning so much, even as I’m unlearning stories I thought I knew. For example, while I have sentimental childhood memories of visiting Mt. Rushmore on a classic family road trip across the country, I know now that project defiled sacred Lakota land and that the creator, Gutzon Borglum, was deeply involved in the Ku Klux Klan.
Facing our need as Master Gardeners to better serve our community through a lens of equity, diversity and inclusion means uncovering the truth, questioning our stories, and checking our own assumptions. It’s why I’m turning to the words of James Baldwin right now: Not everything that is faced can be changed. But nothing can be changed until it is faced.”
Let’s start with the plants themselves.
Me with a favorite ajisai (hydrangea) as big as my head.
Take hydrangea, one of my favorite plants. But it wasn’t always called hydrangea. Known and revered for centuries in Japan as ajisai, the flower was caught in the colonization sweeps of Joseph Banks. When it was presented at Kew Gardens in England, the “newly discovered” plant was renamed hydrangea, effectively erasing its Japanese cultural history and lineage.
And then there’s the dahlia….
A cocoxochitl in my garden last week, also known as a collarette dahlia named Pooh from Swan Island Dahlias in Canby.
Named for Swedish botanist Anders Dahl, the dahlia was brought to Europe by the Spanish after the conquest of Mexico. Grown in the beautiful and sophisticated gardens of Montezuma, the Aztecs called this flower cocoxochitl, where it was grown for its grandeur, function and as a food crop. The tree dahlias grown here could grow to thirty feet tall and with hollow stems three inches in diameter, they were used for transporting water. All of this rich, Mexican, cultural history vanished when it was claimed and named by Europeans.
“This naming of things is so crucial to possession—a spiritual padlock with the key thrown irretrievably away—that it is a murder, an erasing, and it is not surprising that when people have felt themselves prey to it (conquest), among their first acts of liberation is to change their names (Rhodesia to Zimbabwe, LeRoi Jones to Amiri Baraka). That the great misery and much smaller joy of existence remain unchanged no matter what anything is called never checks the impulse to reach back and reclaim a loss, to try and make what happened look as if it had not happened at all.”
—Jamaica Kincaid, My Garden (Story)
The author Jennifer Jewell writes about her interview with Jamaica Kincaid:
In my conversations with Jamaica Kincaid … she said this: “The thing we have liked the most about gardens is the love of a flower from somewhere else. Most people don’t know that the marigold and dahlia were part of Montezuma’s gardens. If we could just honor one another, it wouldn’t feel so badly to have taken them. Honoring one another is one way perhaps that we redeem ourselves; I am very interested in redemption,” she told me. Redemption. An interesting word – Jamaica talks about how we as people can work to honor one another – work to re-find and retell and re- share histories which were hidden – stolen – histories that some strove to erase. But they are still there those histories – embodied in the plants and the seeds and the art and the myth and the lived history of peoples and places.
I have two stories to leave you with. One is a tiny example of what can happen when we begin to ask questions and see things with a new eye. I recently noticed the description for Trachelospermum jasminoides on a favorite plant resourcing site. Common names listed were star jasmine and confederate jasmine. Do we really need to celebrate the confederacy with one of my favorite plants? Probably not. I mentioned it to the website owner and within ten minutes, the name confederate jasmine was gone.
But then there’s the story the woman riding her bike by our garden told herself a few weeks ago. My partner and I were gardening in our front garden, and the bicyclist pulled a u-turn when she saw our giant stand of romneya coulteri. Approaching my partner she asked about the flower, first inquiring if she was the landscaper. My partner is Mexican-American, had a bandana holding back her hair, and earbuds in her ears. The woman repeated the question, this time overpronouncing with the assumption she might not speak English. I couldn’t believe what I was witnessing. I’ve never been assumed to be the landscaper in our front garden. And that was my white privilege.
Romneya coulteri
We all have stories to unlearn and we’re in a special moment where we can use new eyes in the way we see and move through the world. And we can act. Even in our gardens.
