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What is valued in friluftsliv within PE teacher education?: Swedish PE teacher educators' thoughts about friluftsliv analysed through the perspective of Pierre Bourdieu
Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för utbildningsvetenskap med inriktning mot tekniska, estetiska och praktiska kunskapstraditioner. Forskningsgruppen för pedagogik, idrott och fritidskulturer.ORCID iD: 0000-0002-4660-717X
2008 (English)In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 13, 61-76 p.Article in journal (Refereed) Published
Abstract [en]

The value assigned to friluftsliv (activities similar to outdoor education) in Physical Education Teacher Education (PETE) and in the PE syllabus in Sweden does not seem to result in the implementation of friluftsliv in the practice of teaching in Swedish schools. This study investigates how the identified values of friluftsliv, expressed in interviews with 17 PE teacher educators in Sweden, reflect struggles for legitimate and privileged knowledge in PETE. The exploration of friluftsliv within PETE reveals positions that appear to be an effect of the dominating logic of sport within Swedish PETE and the limited influence of the academic field. The educational consequences of the identified values are analysed and discussed from a socio-cultural perspective.

Place, publisher, year, edition, pages
2008. Vol. 13, 61-76 p.
Keyword [en]
Friluftsliv, sport, physical education teacher education, field, symbolic capita
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:gih:diva-1763DOI: 10.1080/13573320701780522OAI: oai:DiVA.org:gih-1763DiVA: diva2:402477
Projects
Friluftsliv in Swedish Physical Education - a Struggle of Values. Educational and Sociological Perspectives.
Available from: 2011-03-08 Created: 2011-03-08 Last updated: 2016-01-12Bibliographically approved
In thesis
1. Friluftsliv in Swedish Physical Education - a Struggle of Values: Educational and Sociological Perspectives
Open this publication in new window or tab >>Friluftsliv in Swedish Physical Education - a Struggle of Values: Educational and Sociological Perspectives
2010 (English)Doctoral thesis, comprehensive summary (Other academic)
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. 147 p.
Series
Studies in Education in Arts and Professions, 2
Keyword
Friluftsliv, Physical Education, PETE, PE teacher student, PE teacher educator, curriculum, Bourdieu, Bernstein
National Category
Pedagogy
Identifiers
urn:nbn:se:gih:diva-1762 (URN)978-91-7447-034-5 (ISBN)
Public defence
Aula Konradsberg, Campus Konradsberg, Stockholm (English)
Opponent
Supervisors
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: 2011-03-08 Created: 2011-03-08 Last updated: 2016-01-12Bibliographically approved
2. Friluftsliv in Swedish Physical Education – a Struggle of Values: Educational and Sociological Perspectives
Open this publication in new window or tab >>Friluftsliv in Swedish Physical Education – a Struggle of Values: Educational and Sociological Perspectives
2010 (English)Doctoral thesis, comprehensive summary (Other academic)
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
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-3755 (URN)978-91-7447-034-5 (ISBN)
Public defence
2010-05-07, Aula Konradsberg, Campus Konradsberg, Konradsbergsgatan 7, Stockholm, 12:00 (English)
Opponent
Supervisors
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: 2015-03-05 Last updated: 2016-01-12Bibliographically approved

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  • apa
  • harvard1
  • ieee
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  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
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  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
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