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Fluid or fixed? Processes that facilitate or constrain a sense of inclusion in participatory schoolyard and park desin

journal contribution
posted on 01.01.2018, 00:00 authored by Angela KreutzAngela Kreutz, V Derr, L Chawla
© 2018, University of Wisconsin Press. All rights reserved. To better understand children’s needs and desires, many landscape architecture and urban planning professionals are engaging children in participatory design processes. These projects often involve children in early conceptual design phases but not in later planning and construction, when technical expertise dominates the process. This article focuses on a participatory process with schoolchildren to redesign a schoolyard and park for nature play and learning. Interviews with key adult facilitators and a focus group with participant children help trace the process from conceptualization through construction. The results document design and construction processes that at times facilitated and at other times hindered the realization of children’s aspirations for nature play and learning. These outcomes relate to children’s and adults’ reactions to changing opportunities and constraints that each group faced in successive project phases. The conclusion points to the advantages of sustained community participation and suggests how different design and construction phases can be aligned to better achieve the dynamic qualities that children value when engaging with nature.

History

Journal

Landscape Journal

Volume

37

Issue

1

Pagination

39 - 54

Publisher

University of Wisconsin Press

Location

Madison, Wis.

ISSN

0277-2426

eISSN

1553-2704

Language

eng

Publication classification

C1 Refereed article in a scholarly journal