Vertical Schools and Green Space: Canvassing the Literature

Tonia Gray; Son Truong; Carol Reid; Kumara S. Ward; Michael Singh; Marieka Jacobs

doi:10.26183/5bd93af6a3ca5

Vertical Schools and Green Space: Canvassing the Literature

Tonia Gray, Son Truong, Carol Reid, Kumara S. Ward, Michael Singh, Marieka Jacobs

Western Sydney University

Research output: Book/Research Report › Research report

Abstract

While vertical schools have existed in other parts of the world for decades, they are a relatively new concept in Australia. Vertical schools are inherently limited in their ability to access nature because of their typology. Given these limitations, nature must be "designed into" vertical schools through the creation of green spaces and/or outdoor areas. This enforced architectural and pedagogical response to nature opens up important questions around what constitutes green space, the quality and quantity of these spaces, and its role in pedagogy, place-making and community building.

Original language	English
Place of Publication	Penrith, N.S.W.
Publisher	Western Sydney University
Number of pages	60
DOIs	https://doi.org/10.26183/5bd93af6a3ca5
Publication status	Published - 2018

Keywords

city planning
education
outdoor recreation
public spaces
urban living

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.26183/5bd93af6a3ca5

Cite this

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abstract = "While vertical schools have existed in other parts of the world for decades, they are a relatively new concept in Australia. Vertical schools are inherently limited in their ability to access nature because of their typology. Given these limitations, nature must be {"}designed into{"} vertical schools through the creation of green spaces and/or outdoor areas. This enforced architectural and pedagogical response to nature opens up important questions around what constitutes green space, the quality and quantity of these spaces, and its role in pedagogy, place-making and community building.",

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AU - Jacobs, Marieka

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N2 - While vertical schools have existed in other parts of the world for decades, they are a relatively new concept in Australia. Vertical schools are inherently limited in their ability to access nature because of their typology. Given these limitations, nature must be "designed into" vertical schools through the creation of green spaces and/or outdoor areas. This enforced architectural and pedagogical response to nature opens up important questions around what constitutes green space, the quality and quantity of these spaces, and its role in pedagogy, place-making and community building.

AB - While vertical schools have existed in other parts of the world for decades, they are a relatively new concept in Australia. Vertical schools are inherently limited in their ability to access nature because of their typology. Given these limitations, nature must be "designed into" vertical schools through the creation of green spaces and/or outdoor areas. This enforced architectural and pedagogical response to nature opens up important questions around what constitutes green space, the quality and quantity of these spaces, and its role in pedagogy, place-making and community building.

KW - city planning

KW - education

KW - outdoor recreation

KW - public spaces

KW - urban living

UR - http://handle.westernsydney.edu.au:8081/1959.7/uws:48540

U2 - 10.26183/5bd93af6a3ca5

DO - 10.26183/5bd93af6a3ca5

M3 - Research report

BT - Vertical Schools and Green Space: Canvassing the Literature

PB - Western Sydney University

CY - Penrith, N.S.W.

ER -

Vertical Schools and Green Space: Canvassing the Literature

Abstract

Keywords

UN SDGs

Access to Document

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