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ERIC Number: EJ811410
Record Type: Journal
Publication Date: 2008-Mar
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1360-3116
"Our Garden Is Colour Blind, Inclusive and Warm": Reflections on Green School Grounds and Social Inclusion
Dyment, Janet E.; Bell, Anne C.
International Journal of Inclusive Education, v12 n2 p169-183 Mar 2008
In the interest of enhancing children's environments, communities around the world are "greening" school grounds, replacing asphalt and manicured grass with a diversity of design elements such as trees, shrubs, gardens, water features, artwork and gathering areas. Despite a growing body of research from a number of disciplines exploring the potential of these spaces, very little is known about the ways they can promote social inclusion with respect to gender, class, race and ability. This paper explores the relationship between school ground greening and social inclusion in a Canadian public school board where approximately 20% of more than 500 schools have begun the greening process. A mixed methods approach was used: (1) 149 questionnaires were completed by administrators, teachers and parents associated with 45 school ground greening initiatives; and (2) 21 follow-up interviews were conducted with administrators, teachers and parents at five schools across a range of socio-economic statuses. The study revealed that green school grounds are more inclusive of people who may feel isolated on the basis of gender, class, race and ability, suggesting that these spaces promote, in a very broad sense, social inclusion. (Contains 2 tables and 3 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada