Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/23236
Title: Primary school playgrounds as spaces of inclusion/exclusion in New South Wales, Australia
Contributor(s): Ndhlovu, Sithembile (author); Varea, Valeria  (author)orcid 
Publication Date: 2018
DOI: 10.1080/03004279.2016.1273251
Handle Link: https://hdl.handle.net/1959.11/23236
Fields of Research (FoR) 2008: 129999 Built Environment and Design not elsewhere classified
130399 Specialist Studies in Education not elsewhere classified
Fields of Research (FoR) 2020: 390407 Inclusive education
Socio-Economic Objective (SEO) 2008: 970120 Expanding Knowledge in Language, Communication and Culture
9304 School/Institution
Socio-Economic Objective (SEO) 2020: 280116 Expanding knowledge in language, communication and culture
280114 Expanding knowledge in Indigenous studies
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Abstract: The purpose of this study was to determine how the design and organisation of primary school playground spaces may result in the inclusion or exclusion of some groups of children. Two primary school playgrounds in rural New South Wales, Australia, were selected for this investigation. Data were collected through observations and unstructured interactional interviews. Data analysis revealed the design and organisation of primary school play spaces may lead to segregation among school children. Gender, safety concerns and school rules were also established as factors restricting full use of the playground space. The identification of these factors is vital in guiding future school reform programmes and policies aimed at enhancing participation in play and a sense of belonging for all children. The results suggest that there is need to promote schools' understandings of the significance of playground spaces in children's social lives so children can fully benefit from the time they spend in school playgrounds.
Publication Type: Journal Article
Source of Publication: Education 3-13, 46(5), p. 494-505
Publisher: Routledge
Place of Publication: United Kingdom
ISSN: 0300-4279
1475-7575
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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Appears in Collections:Journal Article
School of Education

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