Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/943
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Borderland Voices and Practices: The Ambiguity of Children’s Participation in School Grounds Greening
Authors: Mannion, Greg
Contact Email: gbgm1@stir.ac.uk
Keywords: children
decision making
participation
school grounds
green
environmental
adults
school
Issue Date: 2005
Publisher: Canadian Journal of Environmental Education (CJEE). Published in cooperation with the Canadian Network for Environmental Education and Communication (EECOM) and Lakehead University
Citation: Mannion G (2005) Borderland Voices and Practices: The Ambiguity of Children’s Participation in School Grounds Greening, Canadian Journal of Environmental Education, 10 (1), pp. 241-255.
Abstract: Commentators on children's experience (largely the urban experience of the developed countries) indicate that publicly accessible open space for children is being limited due to commercialization, litigation, fear for children's safety and changes in lifestyle. One of these open spaces facing change is the school grounds. Evidence is drawn from a Scottish based multiple case study of 22 school grounds projects. One finding is that when participation is a project goal, children can be involved at high levels of decision making and activity but that adults are seen to maintain a strong gatekeeper role. A typology of utopic practice is offered with respect to children's participation in grounds development. The analysis suggests that different project hopes and expectations can have multiple, ambiguous, and sometimes conflicting effects for children – a moot point for proponents of education for sustainable development who consider the need to address real world issues to be a central tenet.
Type: Journal Article
URI: http://hdl.handle.net/1893/943
URL: http://cjee.lakeheadu.ca/index.php/cjee/article/view/190
Rights: Permission for use of this item in this repository granted by the journal editor
Affiliation: Teaching Qual for further Education

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