Fluid or Fixed? Processes that Facilitate or Constrain a Sense of Inclusion in Participatory Schoolyard and Park Design

REFERENCES

1. 1. Bose M.,
   2. Wilson J

   . (2014). Probing impacts: Voices of community. In Bose M., Horrigan P., Doble C., Shipp S. (Eds.), Community matters (pp. 278–298). London, UK: Routledge/Earthscan.
2. 1. Braun V.,
   2. Clarke V

   (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101 doi:10.1191/1478088706qp063oa

   OpenUrlCrossRef
3. 1. Chawla L.

   (2015). Benefits of nature contact for children. Journal of Planning Literature, 30(4), 433–452 doi:10.1177/0885412215595441

   OpenUrlCrossRef
4. 1. Chawla L.,
   2. Keena K.,
   3. Pevec I.,
   4. Stanley E

   (2014). Green schoolyards as havens from stress and resources for resilience in childhood and adolescence. Health & Place, 28, 1–13 doi:10.1016/j.healthplace.2014.03.001

   OpenUrlCrossRef
5. 1. Deming M.E.,
   2. Swaffield S

   . (2011). Landscape architecture research: Inquiry, strategy, design. Hoboken, NJ: Wiley.
6. 1. Derr V.

   (2018). Urban greenspaces as participatory learning laboratories. Urban Design and Planning, 171(1), 25–33 doi:10.1680/jurdp.17.00009

   OpenUrlCrossRef
7. 1. Derr V.,
   2. Rigolon A

   . (2016). Participatory schoolyard design for health and well-being: Policies that support play in urban green spaces. In Freeman C., Tranter P., Skelton T. (Eds.),Risk, protection, provision, and policy(pp. 1–34). Volume 12 of Geographies of children and young people. Singapore: Springer Science and Business Media. doi:10.1007/978-981-287-035-3_21

   OpenUrlCrossRef
8. 1. Dovey K.

   (1983). The creation of a sense of place: The case of Preshil. Places, 1(2), 32–40.

   OpenUrl
9. 1. Fjørtoft I.

   (2004). Landscape as playscape: The effects of natural environments on children’s play and motor skills. Children, Youth and Environments, 14(2), 21–44. Retrieved from http://www.jstor.org/stable/10.7721/chilyoutenvi.14.2.0021

   OpenUrl
10. 1. Fuad-Luke A

    . (2009). Design activism. Beautiful strangeness for a sustainable world. London, UK: Earthscan.
11. 1. Green S.,
    2. Burke J.,
    3. McKenna M

    , (2016). Youth Voices, public spaces, and civic engagement. New York: Routledge.
12. 1. Green M.

    (2014). Transformational design literacies. Children as active place-makers. Children’s Geographies, 12(2), 189–204 doi:10.1080/14733285.2013.812305

    OpenUrlCrossRef
13. 1. Hart R. A.

    (1999). Children’s participation: The theory and practice of involving young citizens in community development and environmental care. London, UK: Earthscan.
14. 1. Herrington S.,
    2. Studtmann K

    (1998). Landscape interventions: New directions for the design of children’s outdoor play environments. Landscape and Urban Planning, 42(2–4), 191–205 doi:10.1016/S0169-2046(98)00087-5

    OpenUrlCrossRefWeb of Science
15. 1. Ito K.,
    2. Fjørtoft I.,
    3. Manabe T.,
    4. Kamada M

    . (2014). Landscape design for urban biodiversity and ecological education in Japan: Approach from process planning and multifunctional landscape planning. In Nakagoshi N., Mabuhay J. A. (Eds.),Designing low carbon societies in landscapes (pp. 73–86). Tokyo, Japan: Springer Japan. doi:10.1007/978-4-431-54819-5_5

    OpenUrlCrossRef
16. 1. Jansson M.,
    2. Mårtensson F.,
    3. Gunnarsson A

    (2018). The meaning of participation in school ground greening: A study from project to everyday setting. Landscape Research, 43(1), 163–179 doi:10.1080/01426397.2017.1306623

    OpenUrlCrossRef
17. 1. Luchs A.,
    2. Fikus M

    (2013). A comparative study of active play on differently designed playgrounds. Journal of Adventure Education and Outdoor Learning, 13(3), 206–222 doi:10.1080/14729679.2013.778784

    OpenUrlCrossRef
18. 1. Malone K

    . (2016). Dapto dreaming: A place-based environmental education project supporting children to be agents of change. In Winograd K. (Ed.),Education in times of environmental crisis: Teaching children to be agents of change (pp. 113–128). New York, NY: Routledge.
19. 1. Moore R. C.,
    2. Cooper A

    . (2014). Nature play & learning places: Creating and managing places where children engage with nature. Raleigh, NC: Natural Learning Initiative and Reston, VA: National Wildlife Federation.
20. 1. Nicholson S.

    (1971). How not to cheat children: The theory of loose parts. Landscape Architecture, 62(1), 30–34.

    OpenUrl
21. 1. Parnell R

    . (2015). Co-creative adventures in school design. In Woolner P. (Ed.),School design together (pp. 123–137). New York, NY: Routledge.
22. 1. Parnell R.,
    2. Cave V.,
    3. Torrington J

    (2008). School design: Opportunities through collaboration. CoDesign, 4(4), 211–224 doi:10.1080/15710880802524904

    OpenUrlCrossRef
23. 1. Rigolon A.,
    2. Derr V.,
    3. Chawla L

    . (2015). Green grounds for play and learning: An intergenerational model for joint design and use of school and park systems. In Sinnett D., Smith N., Burgess S. (Eds.), Handbook on green infrastructure: Planning, design and implementation (pp. 281–300). Cheltenham, UK: Edward Elgar.
24. 1. Sanoff H

    . (2000). Community participation methods in design and planning. New York, NY: Wiley.
25. 1. Wake S. J.,
    2. Eames C

    (2013). Developing an “ecology of learning” within a school sustainability co-design project with children in New Zealand. Local Environment, 18(3), 305–322 doi:10.1080/13549839.2012.748723

    OpenUrlCrossRef
26. 1. Wandersman A.

    (1979). User participation in planning environments: A conceptual framework. Environment and Behavior, 11(2), 185–208 doi:10.1177/0013916579114003

    OpenUrlCrossRefWeb of Science