Forms of Capital in the Process of School Ground Greening

Abstract

This constructivist grounded theory study takes a socio-critical approach to the process of school ground greening by examining how people in a western Canadian urban center manipulated forms of capital to initiate and maintain school ground greening projects. Key findings from the study include how social capital played a significant role in participants' ability to successfully initiate school ground greening projects, and that there were gains both in and from social capital during the process. Participants' experiences illustrated how forms of cultural, human, and economic capital were accessed, used, and/or gained during the process.