Encounters with Forest School and Foucault: a risky business?

Trisha Maynard

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Outdoor and Experiential Education Teacher Education and Leadership Studies Physical Education and Pedagogy

Abstract

This paper tells the story of an encounter between two early years teachers and two Forest School workers, the growing tensions in their relationships and how these tensions were resolved. When analysed through a Foucauldian (poststructuralist) lens, the story can be read as a battle between dominant discourses—a battle exacerbated by the outdoor context in which it took place. Exploring the consistency and contradictions between these discourses enabled the teachers to make changes to their practice and to reconstruct their professional subjectivities in a way that more closely addressed their current interests and the requirements of the proposed Foundation Phase for Wales.

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References

1978Discipline and Punish: The Birth of the Prison 1978Discipline and Punish: The Birth of the Prison.1987Handbook of Theory and Research for the Sociology of Education.2002The Forms of Capital 1988Feminist practice and poststructuralist theory 1999Beyond quality in early childhood education and care : postmodern perspectives 2020Early Childhood Research and Practice 2004An Investigation of the Status of Outdoor Play

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2013Early childhood education and care practitioners' perceptions of children's risky play; examining the influence of personality and gender 2013Child-initiated learning, the outdoor environment and the ‘underachieving’ child 2018What is different about Forest School? Creating a space for an alternative pedagogy in England 2021The Forest School impact on children: reviewing two decades of research 2011Moving outdoors: further explorations of ‘child-initiated’ learning in the outdoor environment

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