Urban traditions go back to school . . . on foot

by Susan Wurtele

What do children walking to school, urban design and the environment have in common? Lots as sixty Trent students have found out in the last two years. These students have enrolled in a course called The Nature of Urbanism. This geography course, cross-listed with Canadian Studies and Environmental Studies, challenges our traditional attitudes towards Canadian cities. It focuses on the importance of the natural environment within urban spaces and explores links between aesthetics, design, governance, resource use, cultural and natural heritage, and the socio-economic power of different groups within cities. In our search for understanding of environmental issues and for positive models of sustainable living, cities are often under-appreciated. Urban landscapes are frequently portrayed as the enemy of nature and thus of sustainability. Efforts to achieve environmental sustainability have traditionally turned instead to protecting what remains of natural and wilderness areas. Ignoring our cities, however, is a costly oversight. With over 80% of Canadians living in cities, we can't afford to write them off as environmental liabilities.

High density, thoughtfully planned urban development is the only way humans can occupy the land without destroying it. Low density rural living is fine for a small number of citizens, but if the majority of Canadians opted for this kind of lifestyle, we would soon find the essential biodiversity of our rural and wilderness areas destroyed by polluted waterways and expanses of concrete (to a greater extent than is already the case).

To get students to see and appreciate the importance of the relationship between environmental sustainability and urban geography, Trent has joined with Peterborough Green-Up, the Peterborough County-City Health Unit and seven local elementary schools to promote the Go For Green ­ Active and Safe Routes to School Program (ASRTS). The project is aimed at promoting safety, health, physical activity and concern for the environment among elementary school students; in particular it encourages active transportation to school including walking and cycling.

According to the ASRTS project there are two main objectives in promoting active transportation: first, to enhance health and well-being through physical activity in daily routines; and second, to contribute to the protection and enhancement of the natural environment and to the goal of sustainable development by reducing the use of inefficient and polluting modes of transportation.

For their part, the students in the course applied spatial analysis skills to provide baseline information about why more elementary school students do not use active means of transportation to get to school. The geography students performed traffic surveys, sent questionnaires to parents to document transportation-related concerns, co-ordinated in-class recording of the children's daily modes of transportation and assessed school grounds and surrounding neighbourhoods. The students then analysed the data and shared the results with the participating School Councils and with other interested parties, like those working on the City of Peterborough's Transportation Review. Analysis centred mostly on children who live within walking distance of their school but who nevertheless get a ride to school from their parents. When asked why they drive their children to school, most parents cited safety concerns of some sort ­ usually centring on traffic issues and bullying, but also including fears of abduction. Ironically, one of the major safety concerns that leads parents to drive their kids to school is the high volume of traffic in the drop-off and pick-up zone.

Most, if not all of the parents' concerns could be met with relatively small adjustments. For example, the students' recommendations included the following to cut down on automobile use around schools: redesigning drop-off zones to decrease congestion, creating no-idling zones and implementing walking school buses. (Using adult supervision, walking school buses pick-up children at their homes and escort them as a group to school.) One of the most important lessons the Trent students learned is that there is no one quick fix solution to suit everyone's needs. Rather, a collection of small improvements will gradually result in cleaner air, safer streets and healthier children.

Interest in the program remains high. Participating schools have used the project data to lobby the city for safety improvements around their schools. And last fall Queen Elizabeth Public School received national recognition for a 100% participation rate on International Walk to School Day! All those involved are extremely excited by the project and look forward to expanding it in the coming school year. For the Trent students, this project was a valuable way of honing their geographical skills while helping the community.


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Last updated October 12, 2001