Keough, NoelLowan-Trudeau, Kathleen2016-04-292016-04-2920162016http://hdl.handle.net/11023/2915This constructivist grounded theory study takes a socio-critical approach to the process of school ground greening by examining how people in a western Canadian urban centre manipulate forms of capital to initiate and maintain school ground greening projects. Key findings that emerged during the study include how social capital played a significant role in participants’ ability to successfully initiate school ground greening sites, as well as the gains both in and from social capital during the process. Participants’ experiences also illustrated how forms of cultural, human, and economic capital were accessed, used, and/or gained during the process of school ground greening. Informed by theories such as Bourdieu’s forms of capital, this study explores how forms of capital are interconnected and overlap in their definitions. This study also advances recommendations that respond to problematic issues in the school ground greening process; for example the issues of socio-spatial disparity and maintenance.engUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.Education--Curriculum and InstructionEducation--Sociology ofSocial Structure and Developmentschool ground greeningsocial capitalBourdieucultural capitalHuman Capitalenvironmental educationBuilt environmenteconomic capitalmaintenancemaster thesis10.11575/PRISM/26214