Becoming a Place-Responsive Practitioner: Exploration of an Alternative Conception of "Friluftsliv" in the Swedish Physical Education and Health Curriculum

This study explores the educational potential of a place-responsive pedagogy to teaching and learning in "friluftsliv" within the Swedish physical education and health (PEH) curriculum. The study draws on qualitative empirical materials from a yearlong research project, together with a gro...

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Bibliographic Details
Published in:Journal of outdoor recreation, education, and leadership education, and leadership, 2018-03, Vol.10 (1), p.3
Main Author: Mikaels, Jonas
Format: Article
Language:English
Subjects:
Case Studies
Curricula
curriculum
Deleuze
educational
Educational aspects
Educational Philosophy
Educational Research
Foreign Countries
friluftsliv
Health education
Instructional Innovation
Interviews
Leisure Education
Longitudinal Studies
Outdoor Education
Outdoor recreation
Physical Education
Physical Education Teachers
Place Based Education
place-responsive
Qualitative Research
Samhällsvetenskap/Humaniora
Secondary School Teachers
Social Sciences/Humanities
Sweden
Teacher Attitudes
Teaching Methods
Workshops
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Summary:This study explores the educational potential of a place-responsive pedagogy to teaching and learning in "friluftsliv" within the Swedish physical education and health (PEH) curriculum. The study draws on qualitative empirical materials from a yearlong research project, together with a group of high school PEH teachers working in seventh through ninth grade. Following Deleuze and Guattari (1987), this study employed the concept of becoming-place as an analytical tool in exploring modes of thinking and doing school-based friluftsliv. The findings suggest that the current understanding of friluftsliv as curriculum, perceived as outdoor leisure and recreation, limits teachers' use of school-based friluftsliv. The key finding of this study is that a place-responsive pedagogy can enable teachers to work within school-based friluftsliv in new and innovative ways and to engage in cross-curricular teaching and learning initiatives more locally.
ISSN:1948-5123
2381-0696
1948-5123
DOI:10.18666/JOREL-2018-V10-I1-8146