Challenges and pedagogical conflicts for teacher-Forest School leaders implementing Forest School within the UK primary curriculum

Whincup, Victoria A., Allin, Linda J. and Greer, Joanna M.H. (2021) Challenges and pedagogical conflicts for teacher-Forest School leaders implementing Forest School within the UK primary curriculum. Education 3-13. pp. 1-12. ISSN 0300-4279 (In Press)

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Official URL: https://doi.org/10.1080/03004279.2021.1942948

Abstract

This paper focuses on challenges experienced by ‘teacher-FS leaders’ implementing Forest School within the neoliberal and risk-averse culture of UK primary school education. Thematic analysis of interviews with 12 ‘teacher-FS leaders’ identified five key themes: embedding Forest School within the curriculum is a long-term process; negotiating the performative culture and curriculum constraints; professional identities, values, and pedagogies; negotiating risk aversion; budget and time constraints. Teacher-FS leaders adapted FS principles to meet the needs of their primary school setting. However, they found ways of overcoming challenges, and sought to persuade others of the value of Forest School and outdoor learning.

Item Type: Article
Uncontrolled Keywords: pedagogy, neoliberal, implementation, Forest School, curriculum
Subjects: X900 Others in Education
Department: Faculties > Health and Life Sciences > Psychology
Faculties > Health and Life Sciences > Sport, Exercise and Rehabilitation
Depositing User: John Coen
Date Deposited: 22 Jun 2021 13:11
Last Modified: 31 Jul 2021 10:47
URI: http://nrl.northumbria.ac.uk/id/eprint/46514

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