Norwegian teachers' safety strategies for Friluftsliv excursions: implications for inclusive education

The purpose of this study was to explore how teachers in friluftsliv (the Scandinavian equivalent of outdoor education and outdoor recreation) reflect upon their safety strategies in relation to pupils' friluftsliv abilities in the upper secondary school 'Sport and Physical Education progr...

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Bibliographic Details
Published in:Journal of adventure education and outdoor learning 2019-07, Vol.19 (3), p.256-268
Main Authors: Dahl, Lena, Standal, Oeyvind Foerland, Moe, Vegard Fusche
Format: Article
Language:English
Subjects:
Accidents
Behavior Change
Foreign Countries
friluftsliv
Inclusion
Muscular Strength
Outdoor Education
Physical Education
Physical Fitness
Recreational Activities
Safety
Secondary School Students
Secondary School Teachers
Sociocultural Patterns
Student Characteristics
Teacher Attitudes
upper secondary school education
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Summary:The purpose of this study was to explore how teachers in friluftsliv (the Scandinavian equivalent of outdoor education and outdoor recreation) reflect upon their safety strategies in relation to pupils' friluftsliv abilities in the upper secondary school 'Sport and Physical Education programme'. This article is based on six focus group interviews of friluftsliv teachers. The analysis of the empirical material is inspired by John Evans's understanding of the concept of abilities as dynamic sociocultural constructs and processes. In the findings, different challenges related to teachers' experiences of a general decline in pupils' winter friluftsliv abilities are identified. Furthermore, the article identifies and discusses challenges related to teachers' safety strategies, which led to both inclusion and exclusion of pupils. The findings in this study reveal a tension between important winter outdoor skills and inclusive friluftsliv.
ISSN:1472-9679
1754-0402
DOI:10.1080/14729679.2018.1525415