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.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.