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dc.contributor.authorWake, Sue
dc.contributor.editorIn R. H. Crawford and A. Stephan
dc.date.accessioned2017-11-15T19:54:54Z
dc.date.available2017-11-15T19:54:54Z
dc.date.issued2015-12
dc.identifier.isbn9780992383527
dc.identifier.isbn0992383528
dc.identifier.urihttps://hdl.handle.net/10652/3973
dc.description.abstractThis paper proposes that incorporating professional expertise (e.g. landscape architects and architects) in school ground greening projects, with a commitment towards engaging in a democratic participatory process with children (known as co-design), could lead to equitable and enriching outcomes for all stakeholders. These have been documented as: learning opportunities for participating children plus their greater ownership in the process and the result, fulfilment of environmental sustainability education and stewardship responsibilities within the community for landscape architects and architects, reciprocal benefits for these professionals through achieving better outcomes due to the creative input and knowledge of place that children bring to the process, and the establishment of community-integrated green spaces and wildlife corridors within the urban fabric. The paper draws on participatory learning theory, New Zealand case study projects and international literature sources to suggest a paradigm shift to architects and landscape architects towards engaging more with schools on school ground greening and building projects as a community service. This could see them contributing to creating pedagogically and ecologically richer school grounds that are creatively designed to encourage indoor-outdoor connections, sensibly planned for maintenance and sensitively planned to increase biodiversity and provide ecosystem services within communities.en_NZ
dc.language.isoenen_NZ
dc.publisherArchitectural Science Association (ASA)en_NZ
dc.rights©2015, The Architectural Science Association and The University of Melbourneen_NZ
dc.subjectschool groundsen_NZ
dc.subjectsustainability educationen_NZ
dc.subjectgreening schoolsen_NZ
dc.subjectschool ground greeningen_NZ
dc.subjectprimary schoolsen_NZ
dc.subjectco-designen_NZ
dc.subjectlandscape architectureen_NZ
dc.titleBringing schools to life through a co-design learning approach with children.en_NZ
dc.typeConference Contribution - Paper in Published Proceedingsen_NZ
dc.date.updated2017-07-11T00:09:55Z
dc.subject.marsden130105 Primary Education (excl. Māori)en_NZ
dc.subject.marsden050203 Environmental Education and Extensionen_NZ
dc.identifier.bibliographicCitationWake, S. J. (2015, December). Bringing schools to life through a co-design learning approach with children. In R. H. Crawford and A. Stephan (Ed.), Proceedings of the 49th International Conference of the Architectural Science Association: Living and Learning: Research for a Better Built Environment (pp.859-868).en_NZ
unitec.publication.spage859en_NZ
unitec.publication.lpage868en_NZ
unitec.publication.titleProceedings of the 49th International Conference of the Architectural Science Association: Living and Learning: Research for a Better Built Environmenten_NZ
unitec.conference.title49th International Conference of the Architectural Science Association: Living and Learning: Research for a Better Built Environmenten_NZ
unitec.conference.locationUniversity of Melbourne, Victoria, Australiaen_NZ
unitec.conference.sdate2015-12-02
unitec.conference.edate2015-12-04
unitec.peerreviewedyesen_NZ
unitec.identifier.roms58779en_NZ


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