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The study highlights tensions in realizing their potential, including tighter curriculum integration and stronger institutional support, and proposes repositioning outdoor learning as the foundation of “sustainable education.”",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/breaking-new-ground-reflections-on-greening-school-grounds-as-sites-of-ecological-pedagogical-and-social-transformation/597443/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/breaking-new-ground-reflections-on-greening-school-grounds-as-sites-of-ecological-pedagogical-and-social-transformation/597443.png","ImageObject",300,407,{"name":42,"@type":43},"Blue Pony","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the paper investigate about greening school grounds?","Question",{"text":63,"@type":64},"It explores whether greening initiatives in school grounds can promote ecological, pedagogical, and social transformation rather than remaining marginal to students’ experiences.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What does the paper say about why transformation potential may be unrealized?",{"text":68,"@type":64},"It notes that initiatives often operate at the margins of young people’s school experiences, and it identifies tensions such as limited curriculum situating and insufficient institutional support.",{"name":70,"@type":61,"acceptedAnswer":71},"What is the paper’s suggested “more radical option” for outdoor learning?",{"text":72,"@type":64},"It argues for repositioning outdoor learning in green school grounds as the basis of teaching and learning, aligned with Sterling’s vision of “sustainable education.”","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},597443,1792211107,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":108,"preview_page_count":4},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Breaking New Ground? Reflections on Greening School Grounds as Sites of Ecological, Pedagogical,  \nand Social Transformation  \nJanet E. Dyment, University of Tasmania, Australia &  \nAlan Reid, University of Bath, United Kingdom  \nAbstract  \nIn this paper, we explore greening initiatives in school grounds as sites where ecological, pedagogical, and social transformation might be promoted and take place. Reflecting on our evaluations of school ground greening initiatives in Canada and England, we note that these initiatives are often atthe margins of young peoples’ experiences in schools and that their potential to be truly transformative can go unrealized. A series of tensions are highlighted in addressing a shift towards realizing their potential; these include situating greening school grounds more explicitly within the curriculum and securing broader institutional support. We also identify a more radical option, the repositioning of the kinds of outdoor learning that occurs in green school grounds as the basis of teaching and learning in Sterling’s (2004) vision for “sustainable education.”  \nRésumé  \nDans cet article, nous explorons des initiatives d’écologisation de cours d’école. Sur ces sites on pourrait promouvoir et voir se produire des transformations écologiques, pédagogiques et sociales. Témoignant de nos évaluations des initiatives d’écologisation de cours d’école au Canada et en Angleterre, nous remarquons que ces initiatives sont souvent à la limite des expériences des jeunes gens dans les écoles et que leur potentiel quipeut être vraiment transformateur peut ne pas se réaliser. Une suite de tensions sont mises en évidence en abordant le virage qui réaliserait leur potentiel; ces dernières supposent qu’il faille placer plus explicitement l’écologisation decours d’école à l’intérieur du programme d’études et s’assurer d’un plus grand appui de la collectivité. Nous identifions aussi une option plus radicale, le repositionnement des sortes d’apprentissage de plein air qui surviennent sur des cours d’écoles vertes comme la base de l’enseignement et de l’apprentissage selon la vision de Sterling (2004) pour une « éducation durable ».  \nWhile a considerable and growing body of research points to the positive range of impacts of green school grounds initiatives, there remain gaps in our understanding of the wider impacts and potential of greening these spaces. For example, there has been little research exploring how green school grounds relates to the values and goals of the wider educational system, or, if  \n286 Canadian Journal of Environmental Education, 10, Spring 2005  \nand how these processes contribute to a “sustainable education” that includes the adoption of a systemic, rather than sector-specific, perspective to learning in and beyond schools (see Sterling, 2001, 2004) . While such research has been unfolding for some time in the context of socially critical environmental education (e.g. Malone & Tranter, 2003), the issue of if and how green school grounds might specifically contribute to “sustainable education” remains relatively unexplored. As such, important questions remain unanswered.  \nIn this paper, we focus on whether two high profile examples of green school grounds initiatives explicitly promote not just ecological and pedagogical transformation but also social transformation, that is, encouraging change in personal behaviour and social and organizational practices that also support the kinds of changes in broad social, economic, and physical infrastructure that holistic environmental educators like Sterling, amongst others, envisage. Sterling (2004) raises a critical issue in this regard. Rather than green school grounds initiatives being essentially sites of social reproduction and business-as-usual in terms of teaching and learning, they might alternatively (preferably, even) be an integral part of a sustainable education. By this Sterling raises the question as to whether these initiatives assis","cbCaio5djzkGthxj","https://ap.wps.com/l/cbCaio5djzkGthxj","pdf",93124,16,"English","# Abstract\n## Greening school grounds as transformation sites\n## Gaps and implications for sustainable education\n## Research focus and case examples","[{\"question\":\"What does the paper investigate about greening school grounds?\",\"answer\":\"It explores whether greening initiatives in school grounds can promote ecological, pedagogical, and social transformation rather than remaining marginal to students’ experiences.\"},{\"question\":\"What does the paper say about why transformation potential may be unrealized?\",\"answer\":\"It notes that initiatives often operate at the margins of young people’s school experiences, and it identifies tensions such as limited curriculum situating and insufficient institutional support.\"},{\"question\":\"What is the paper’s suggested “more radical option” for outdoor learning?\",\"answer\":\"It argues for repositioning outdoor learning in green school grounds as the basis of teaching and learning, aligned with Sterling’s vision of “sustainable education.”\"}]","Breaking New Ground? Reflections on Greening School Grounds as Sites of Ecological, Pedagogical, and Social Transformation | PDF",1792085022]