Abstract
Urban farming has been widely recognized as a strategy to enhance food security, social interaction, and environmental sustainability in urban settlements. However, its potential as a medium for inclusive and sustainable education remains underexplored, as existing approaches are largely limited to conventional knowledge transfer such as technical training and extension programs. This condition reduces community engagement and fails to address diverse learning needs across age, gender, and social groups. This study proposes a conceptual shift from productive space to pedagogical space, positioning urban farming environments as active learning infrastructures. It introduces performative video as a participatory and embodied learning medium that integrates spatial experience, social interaction, and visual storytelling. Using a design thinking approach combined with visual and participatory analysis, the research examines how video-based performative practices can transform urban farming activities into inclusive educational experiences. The study was conducted within community-based urban farming groups in Yogyakarta, Indonesia, through observation of spatial configurations, social dynamics, and the production of performative video as both method and output. The analysis focuses on the relationships between spatial characteristics, participatory processes, media representation, and educational outcomes. The findings reveal that performative video enhances engagement, supports cross-generational learning, and expands inclusive knowledge dissemination beyond physical space. Furthermore, it redefines urban farming as a distributed pedagogical environment integrating architecture, community practice, and digital media. This study contributes a hybrid spatial-media pedagogy model for advancing sustainable and inclusive education in urban contexts.