Vertical schooling and learning transformations in curriculum research: points and counterpoints in outdoor education and sustainability

Truong, Son; Singh, Michael; Reid, Carol; Gray, Tonia; Ward, Kumara

doi:10.1007/s41297-018-0053-y

Cited by 10 publications

(3 citation statements)

References 26 publications

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“…Common architectural features of vertical schools include atriums, complex circulation systems, and outdoor terraces (Newton, 2019). They are associated with aspirations for the twenty-first century learning (Newton, 2019), flexible timetabling, and indoor and outdoor learning (Truong et al, 2018) and relational benefits between schools and their neighbouring communities (Matthews et al, 2020). Challenges include fire safety, emergency evacuation, and student traffic flow in circulation spaces (Swinburn, 2017;Syed, 2019;Taylor, 2020).…”

Section: Vertical Schools As New Aspirations In Australian Schoolsmentioning

confidence: 99%

Thriving in vertical schools: aspirations for inclusion and capability from a salutogenic design perspective

Willis,

Gillett-Swan,

Franz

et al. 2024

Learning Environ Res

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School designs have far-reaching future impacts. Facilities often remain unchanged for decades influencing whether generations of young people feel included and can access educational entitlements, especially those identifying as someone from a marginalised or minority group. Student perspectives are therefore essential to understand inclusive school environments. Student perspectives about their experiences of thriving in three new Australian vertical high schools designed to be inclusive from the outset were analysed alongside aspirations from the adults involved in designing them. Inclusion was uniquely conceptualised through capability and salutogenic theories that informed the analysis of annotated maps from over 200 Year 8 students. Inclusive environments were more evident when they were meaningful, made sense, and were easy to manage. Students highlighted the importance of choice, comfort, and spaces for resetting. Aspects where students had to work harder to manage the learning or themselves in the environment point to challenges in achieving SDG4a, where facilities need to be inclusive for all. The new conceptual approach extends current theory on designing for inclusion with intentionality in a holistic way to guide greater realisation of inclusive aspirations in school environments.

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Section: Vertical Schools As New Aspirations In Australian Schoolsmentioning

confidence: 99%

Thriving in vertical schools: aspirations for inclusion and capability from a salutogenic design perspective

Willis,

Gillett-Swan,

Franz

et al. 2024

Learning Environ Res

View full text Add to dashboard Cite

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“…The notion that humans, animals and the environment are tightly linked and that their respective well-beings are interdependent has been recognised for centuries. We also recognise that this 'nature' connection is possible in urban settings and in no way binarised to natural and built environments, but rather can be designed as part of the architecture, especially if it attends to community sustainability, and not just environmental sustainability of a building's materiality (Truong et al, 2018).…”

Section: Environmental Attunement As Embodiedmentioning

confidence: 99%

Environmental attunement in the health and physical education canon: emplaced connection to embodiment, community and ‘nature’

Welch

Taylor

Gard

2021

Sport, Education and Society

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There have been unresolved calls for educators to connect and translate environmental links within health and physical education given the enduring absence, yet overlapping citizen priorities of health. In this Introductory paper to the Special Issue of environmental attunement in the health and/or physical education canon, we question if and how notions of nature and the environment might paradigmatically belong more centrally to the discipline. After some author positioning and situating this work, we draw on theories of attunement to consider what our use of the term 'environmental attunement' offers for shaping epistemological habits and ontological work across health studies and physical education. As part of this, we explore the possibilities and challenges for expanding embodied connections to place, space and 'nature'.We highlight the omnipresence of eco-health, environmentalism, 'nature' and Indigenous ways of knowing as central to a pressing socio-cultural context and politics, yet the absence of epistemological habits in health and physical education responding to this need. To conclude we map links and possibilities from the literature to argue for the necessity of 'environmental attunement' to more centrally underpin teachers' ecological identities in learning about health and human movement.

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“…The existing facilities do not accommodate the needs of students and the available facilities are not well maintained. The implementation of OLP can only run effectively if there is a good and suitable natural environment (Truong, Singh, Reid, Gray, & Ward, 2018). The arrangement of green open space in urban areas has been explained in Permendagri No.…”

Section: Introductionmentioning

confidence: 99%

Education Park Concept on Green Open Space Planning through Historical and Cultural Approach

Asyuni

Iskandar

Nuryani

et al. 2023

jousa

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Green Open Space Planning (RTH) for urban areas needs to support ecological functions, education facilities, and social interaction facilities for urban communities and regional identity. As green open spaces, Complex Elementary Park and Reading Park in Palopo, South Sulawesi have not yet fulfilled their functions and benefits optimally. The two parks that are located in the heritage area become a unique/distinctive potential to show the historical connotation of the location in its design. This study aims to provide landscape design recommendations by exploring the potential of the location through the historical and cultural approach of the Luwu Kingdom. The research was conducted using a descriptive qualitative method that refers to the landscape planning of Seymour M. Gold through the stages of preparation, inventory, analysis, synthesis, and planning. The results of this study resulted in an Education Park site plan that elaborated the physical and philosophical characteristic of three cultural heritages, namely the Datu Luwu Palace Complex, the Jami' Mosque, and the Post and Giro Office. Konsep Taman Edukasi pada Perencanaan Ruang Terbuka Hijau melalui Pendekatan Sejarah dan Budaya. Perencanaan Ruang Terbuka Hijau (RTH) Kawasan Perkotaan perlu menunjang fungsi ekologis, wadah pendidikan, sarana interaksi sosial masyarakat urban dan identitas daerah. Sebagai RTH, Taman SD Kompleks dan Taman Baca di kota Palopo, Sulawesi Selatan belum menunjukkan terpenuhinya fungsi dan manfaatnya secara optimal. Kedua taman yang berada dalam kawasan heritage menjadi potensi khas/unik untuk menunjukkan historical connotation lokasi dalam desainnya. Penelitian ini bertujuan membuat rekomendasi desain lanskap dengan mengeksplorasi potensi lokasi melalui pendekatan sejarah dan budaya Kerajaan Luwu. Penelitian dilakukan menggunakan metode kualitatif deskriptif yang mengacu pada perencanaan lanskap Seymour M. Gold melalui tahapan persiapan, inventarisasi, analisis, sintesis dan perencanaan. Hasil penelitian ini menghasilkan siteplan Taman Edukasi yang mengelaborasi karakter fisik dan filosofis tiga cagar budaya yaitu Kompleks Istana Datu Luwu, Masjid Jami’ dan Kantor Pos dan Giro.

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Vertical schooling and learning transformations in curriculum research: points and counterpoints in outdoor education and sustainability

Cited by 10 publications

References 26 publications

Thriving in vertical schools: aspirations for inclusion and capability from a salutogenic design perspective

Thriving in vertical schools: aspirations for inclusion and capability from a salutogenic design perspective

Environmental attunement in the health and physical education canon: emplaced connection to embodiment, community and ‘nature’

Education Park Concept on Green Open Space Planning through Historical and Cultural Approach

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