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What frames teaching of friluftsliv?: Analysing a pedagogic discourse within Swedish PE through framing and the pedagogic device
Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för utbildningsvetenskap med inriktning mot tekniska, estetiska och praktiska kunskapstraditioner. (Forskningsgruppen för pedagogik, idrott och fritidskulturer)
(engelsk)Inngår i: Journal of Adventure Education and Outdoor Learning, ISSN 1472-9679, E-ISSN 1754-0402Artikkel i tidsskrift (Fagfellevurdert) Submitted
Abstract [en]

Research indicates that outdoor teaching practices within a Physical Education (PE) context are framed by several factors with the potential to weaken or strengthen PE teachers’ control of pedagogic messages. Drawing on 12 qualitative interviews with PE teachers in compulsory schools in Sweden, the findings in this study suggest that factors claimed to control teachers’ pedagogic communication of friluftsliv (Scandinavian equivalent to outdoor education) is based on the construction of a dominating pedagogic discourse for outdoor teaching in Swedish schools. Analysing the constitution of this discourse through Bernstein’s theoretical concepts of framing and the pedagogic device, Swedish PE teachers and PE teacher education appear to reproduce friluftsliv as a teaching practice carried out in a remote wilderness setting involving specific equipment, financial resources and a certain amount of risk. In relation to these results, alternative ways to think of outdoor teaching in relation to the achievement of the national aims in Swedish PE are discussed.

sted, utgiver, år, opplag, sider
London: Taylor & Francis.
Emneord [en]
Friluftsliv, Physical Education, Bernstein, Framing, The pedagogic device
HSV kategori
Forskningsprogram
utbildningsvetenskap med inriktning mot praktiska kunskapstraditioner
Identifikatorer
URN: urn:nbn:se:su:diva-38231OAI: oai:DiVA.org:su-38231DiVA, id: diva2:308098
Prosjekter
Friluftsliv in Swedish Physical Education - a Struggle of Values. Educational and Sociological Perspectives.Tilgjengelig fra: 2010-04-06 Laget: 2010-04-06 Sist oppdatert: 2022-02-24bibliografisk kontrollert
Inngår i avhandling
1. Friluftsliv in Swedish Physical Education – a Struggle of Values: Educational and Sociological Perspectives
Åpne denne publikasjonen i ny fane eller vindu >>Friluftsliv in Swedish Physical Education – a Struggle of Values: Educational and Sociological Perspectives
2010 (engelsk)Doktoravhandling, med artikler (Annet vitenskapelig)
Abstract [en]

The aim of this thesis is to examine some of the educational and sociological conditions underlying the production of teaching in friluftsliv within the Physical Education (PE) subject in Swedish compulsory school. Despite the value awarded to the Scandinavian outdoor practice friluftsliv, in both the national PE curriculum document and in Physical Education Teacher Education (PETE) in Sweden, it does not seem to be thoroughly implemented in compulsory school teaching. Through analyses of interviews with PE teachers and PE teacher educators, as well as of curriculum documents, using the perspectives of Basil Bernstein and Pierre Bourdieu, I explore conditions underlying the expressions of friluftsliv teaching in Swedish PE.

The pedagogic discourse for friluftsliv in Swedish PE is described as a teaching that should take place in a natural setting remote from civilisation, involve risks, and require time, technical equipment, financial resources, and cooperation. This discourse for friluftsliv is shown to be similar to the values emphasised in friluftsliv education in PETE. Although proven to be difficult to implement in school, this discourse appear to form the conception of friluftsliv teaching for PE teachers in Sweden. Under the influence of the performance code, friluftsliv is transformed into outdoor activities with which the PE teachers are familiar, or is totally left out of PE teaching.

A turn towards options that are seen as unthinkable in relation to the current pedagogic discourse may benefit the achievement of the aims set out in the national PE curriculum. Values such as environmental awareness, sustainable development and cultural perspectives on the landscape could strengthen the classification of friluftsliv and PE in compulsory school. Further, an increase of socially critical and constructivist perspectives during PETE could make unthinkable options in friluftsliv thinkable and contribute to a break with the reproduction of teaching practices in PE.

sted, utgiver, år, opplag, sider
Stockholm: Department of Education in Arts and Professions, Stockholm University, 2010. s. 147
Serie
Studies in Education in Arts and Professions ; 2
Emneord
Friluftsliv, Physical Education, PETE, PE teacher student, PE teacher educator, curriculum, Bourdieu, Bernstein
HSV kategori
Forskningsprogram
utbildningsvetenskap med inriktning mot praktiska kunskapstraditioner
Identifikatorer
urn:nbn:se:su:diva-38238 (URN)978-91-7447-034-5 (ISBN)
Disputas
2010-05-07, Aula Konradsberg, Campus Konradsberg, Konradsbergsgatan 7, Stockholm, 13:00 (engelsk)
Opponent
Veileder
Merknad
At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: In press. Paper 2: Submitted. Tilgjengelig fra: 2010-04-15 Laget: 2010-04-06 Sist oppdatert: 2022-02-24bibliografisk kontrollert

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Backman, Erik

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