thesis
Practitioner Experiences of Forest School
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Abstract
The aim of this thesis is to investigate the situated subjectivities of the experiences of
Forest School (FS) practitioners, in their journeys from training to initial practice.
The research explores the impact of FS training, environmental and socio-cultural
influences upon the practitioners and how their practices adapt in context. Eight in-depth
case studies of FS trainee practitioners were undertaken over a period of two years
(2010-12) using multiple qualitative methods. The analysis is in three parts; on practitioner
identities, approaches and contexts. The thesis contributes three new conceptual models to
outdoor pedagogical research. The concept of eco-social identity frames the ongoing
construction of self. The FS adult role is theorised as a connector, engaged in dynamic role
processes. The analysis of practitioner approaches in context uses Shared Space; an
ecosystemic frame of practice and agency. Further analysis of practitioners’ experience of
team contexts draws on theoretical lenses on role, socialisation and norms from Goffman
and Foucault. Team relationships became positioned in either conflict, collaboration or
congruence. The study contributes new insights into the impact of FS training and the
influence of socialisation and subjectivity in the application of outdoor pedagogy. Early
life experience, nature-society relations, and passionate purpose motivated the
practitioners. Adult-to-adult interaction affected practice outcomes significantly, with
strong disparities in setting teams regarding values and ethos, team interest, controls and
standards in setting practices, curriculum pressures, setting aims, and site provision and
care. The results imply that collaborative partnership and a whole team approach are
effective strategies for ongoing practice, and tokenistic practice is a destructive strategy