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Friluftsliv in Swedish Physical Education – a Struggle of Values: Educational and Sociological Perspectives
Gymnastik- och idrottshögskolan, GIH, Forskningsgruppen för pedagogik, idrott och fritidskultur.ORCID iD: 0000-0002-4660-717X
2010 (English)Doctoral thesis, comprehensive summary (Other academic)
Resource type
Text
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.

Place, publisher, year, edition, pages
Stockholm: Department of Education in Arts and Professions, Stockholm University , 2010.
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:du-22868ISBN: 978-91-7447-034-5 (print)OAI: oai:DiVA.org:du-22868DiVA: diva2:954742
Public defence
2010-05-07, Aula Konradsberg, Campus Konradsberg, Konradsbergsgatan 7, 12:00 (English)
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Note

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.

Available from: 2015-03-05 Created: 2016-08-23 Last updated: 2016-08-23Bibliographically approved

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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
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  • sv-SE
  • Other locale
More languages
Output format
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