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What is different about Forest School?: Creating a space for an alternative pedagogy in England
Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER). University of Plymouth, Plymouth, UK.ORCID iD: 0000-0003-2561-612x
University of Plymouth, Plymouth, UK.
2018 (English)In: Journal of Outdoor and Environmental Education, ISSN 2522-879X, Vol. 21, no 1, p. 25-44Article in journal (Refereed) Published
Abstract [en]

Forest School in the UK has arguably provided a space of pedagogical ‘difference’ whilst wider structural pressures have reduced the room for novelty and diversity in delivery of state education. This article explores how perceived ‘differences’ between everyday educational contexts can benefit the wellbeing of participants in Forest Education across different ages. It calls into question the application of play-based learning theory to underpin English Forest School as advocated by Leather in this issue. Drawing on Forest School principles, empirical evidence and the theory of cultural density, we examine how Forest School can present important cultural and material contrasts in English young people’s experience and argue for the importance of this function within this context. We critique aspects of the dilution of Forest School principles, arguing that in England, and perhaps other cultures where outdoor experiences have become relatively rare, it is important that Forest School is valued as a site of divergence from more common learning spaces and situations.

Place, publisher, year, edition, pages
2018. Vol. 21, no 1, p. 25-44
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Didactics
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URN: urn:nbn:se:hj:diva-41859DOI: 10.1007/s42322-017-0005-2Local ID: HLKLPSISOAI: oai:DiVA.org:hj-41859DiVA, id: diva2:1256551
Available from: 2018-10-17 Created: 2018-10-17 Last updated: 2018-10-17Bibliographically approved

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  • Other locale
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