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  • 1.
    Mikaels, Jonas
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Becoming-place: a rhizomatic exploration of friluftsliv in the Swedish school curriculum2019In: Curriculum perspectives, ISSN 0159-7868, Vol. 39, no 1, p. 85-89Article in journal (Refereed)
  • 2.
    Mikaels, Jonas
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Becoming a place-responsive practitioner: Exploration of an alternative conception of friluftsliv in the Swedish physical education and health curriculum2018In: Journal of Outdoor recreation, education and leadership, ISSN 2381-0696, E-ISSN 1948-5123, Vol. 10, no 1, p. 3-19Article in journal (Refereed)
    Abstract [en]

    This article explores the educational potential of a place-responsive pedagogy to teaching and learning in friluftsliv within the Swedish physical education and health (PEH) curriculum. The article draws on qualitative empirical materials from a year-long research project together with a group of high school PEH teachers working in seventh thru ninth grade. Following Deleuze and Guattari (1987) the concept of becoming-place was employed as an analytical tool in exploring modes of thinking and doing school-based friluftsliv. Findings suggest that the current understanding of friluftsliv as curriculum, perceived as outdoor leisure and recreation, limits teachers use of school-based friluftsliv. The article’s key finding is that a place-responsive pedagogy enabled these teachers to work within school-based friluftsliv in new and innovative ways and have them engage in cross-curricular teaching and learning initiatives more locally.

  • 3.
    Mikaels, Jonas
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    En bildningsresa genom danskt turfriluftsliv: recension av avhandlingen Muligheder og begrænsninger for friluftsliv: Et studie fra Det Sydfynske Øhav av Jakob Haahr (2016)2018In: Idrottsforum.org/Nordic sport science forum, ISSN 1652-7224, article id 28 marsArticle, book review (Other academic)
  • 4.
    Mikaels, Jonas
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Asfeldt, Morten
    University of Alberta, Canada.
    Becoming-crocus, becoming-river, becoming-bear: A relational exploration of place(s)2017In: Journal of Outdoor and Environmental Education, ISSN 2206-3301, Vol. 20, no 2Article in journal (Refereed)
    Abstract [en]

    The article draws on qualitative research from reflective journals of a group of university students based on their experiences from a month-long outdoor and environmental education journey in the Canadian Rockies. The article is concerned with the stories that are communicated through an embodied engagement with place(s), particularly the Brazeau River and the surrounding regions. The “relational materialist” approach (Hultman & Lenz Taguchi, 2010), combined with a focus on the entangled topics of skill, place, and journey provides a framework for empirical materials collection and analysis. Findings suggest that a decentring of humans in favour of mutual and relational engagements with matter and the more-than-human, in combination with place-stories and outdoor skill development that involves reading the land from embodied learning with/in its naturalcultural history, opens up new possibilities for embodied relations to place(s).

  • 5.
    Mikaels, Jonas
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Becoming-place: (Re)conceptualising friluftsliv in the Swedish physical education and health curriculum2017Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis aims to critically examine taken for granted assumptions underpinning friluftsliv and outdoor education as a learning area in the curriculum, and to explore the educational potential of a place-responsive pedagogy. A growing body of critical research in outdoor studies suggest that there has been a discursive shift away from an activity-based personal and social development discourse, in favour of more critical awareness in outdoor education research. This discursive shift includes a focus on place and educating for an environmentally sustainable future as the primary goal for outdoor education. The Swedish curriculum emphasizes that historical, environmental, ethical, and international perspectives should be addressed in all subjects, including physical education and health (PEH), in which friluftsliv is imbedded. However, the implementation of these overarching perspectives into pedagogical practice has been proven to be rather limited.

    The thesis comprises four independent but connected articles. Empirically, this thesis draws on interviews with PE teachers in New Zealand, reflective journals from a month-long journey in the Canadian Rockies, and curriculum documents, interviews and workshop reflections from a yearlong case study with a group of PEH teachers in Sweden. Inspired by the work of Michel Foucault, Gilles Deleuze and Félix Guattari, relational materialism and posthuman perspectives have been employed in the analysis.

    Findings suggest that different ontological perspectives affect what is regarded as “normal” or “true” learning objectives in outdoor education and school-based friluftsliv. The overall findings from the thesis show that there is educational potential in place-responsive pedagogy. The case study demonstrates that place-responsiveness challenges the taken for granted people-centred practice focusing on personal and social development outcomes, which traditionally has dominated outdoor education and Swedish school-based friluftsliv. The decentring of humans, in favour of mutual and relational engagements with matter and the more-than-human, opens up new possibilities for embodied relations to place(s). 

    In conclusion, this thesis suggests the notion of engaging in a place-responsive pedagogy, in order to enable teachers to work within school-based friluftsliv in new and innovative ways. Place-responsiveness offer possibilities for working with the overarching perspectives and sustainability in pedagogical practice as well as for engaging in cross-curricular teaching and learning initiatives more locally.

  • 6.
    Mikaels, Jonas
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Mygind, Erik
    University of Copenhagen.
    Dettweiler, Ulrich
    University of Stavanger.
    Outdoor and environmental education research – a critical exploration into ontology, epistemology, methodology and methods: Book of Abstract : PhD Summer School in Outdoor Studies 2017 Stockholm, Sweden, May 2-62017Other (Other academic)
    Abstract [en]

    The PhD Summer School aims to bring together PhD students, and some of their supervisors, from various disciplines in the field of outdoor studies. This includes education (both teaching and learning), environmental education, learning outside the classroom, udeskole, leisure and recreation. The seminar aims to build on the social, cultural and critical dimensions of research and theorising in diverse outdoor practices.

    This year’s seminar builds upon previous PhD summer schools, hosted by Copenhagen University in partnership with University of Edinburgh in 2015, and Technische Universität München in 2016. The focus will be to share and explore the diversity of outdoor and environmental education research going on amongst the participating PhD students and supervisors.

  • 7.
    Mikaels, Jonas
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Backman, Erik
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    In and out of place: exploring the discursive effects of teachers' talk about outdoor education in secondary schools in New Zealand2016In: Journal of Adventure Education and Outdoor Learning, ISSN 1472-9679, E-ISSN 1754-0402, Vol. 16, no 2, p. 91-104Article in journal (Refereed)
    Abstract [en]

    The purpose of this article is to explore and problematise teachers’ talk about outdooreducation in New Zealand. The focus is on what can be said, how it is said and thediscursive effects of such ways of speaking. The inquiry draws on Foucauldiantheoretical insights to analyse interview transcripts derived from semi-structured interviewswith eight outdoor education teachers who work at secondary schools in NewZealand. Findings suggest that different discourses co-exist and are intertwined in theparticipants’ talk. Associated with a dominating discourse of adventure are subdiscoursesof risk and safety, pursuit-based activities, skill and assessment. Connected to adiscourse of learning are subdiscourses of environment, sustainability and socialcritique. Resistance towards a dominating discourse of adventure with pursuit-basedactivities can be traced in a discourse of learning in the form of a more placeresponsivepedagogy.

  • 8.
    Mikaels, Jonas
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences. Gymnastik- och idrottshögskolan (GIH).
    (Re)conceptualising friluftsliv in the Swedish curriculum: Is it a case for place?Manuscript (preprint) (Other academic)
    Abstract [en]

    This article examines how friluftsliv is conceptualised as a learning area within the Swedish physical education and health (PEH) curriculum. The aim is to question the legitimacy of these understandings by bringing previously marginalised discourses to the fore. Drawing on the work of Deleuze and Guattari (1987), the concept of becoming-place was employed as an analytical tool, through which the curriculum documents were analysed. The main conclusions are that friluftsliv, as expressed in the Swedish curriculum, is underpinned by the notion of being the same as outdoor leisure and recreation. This, in combination with a dominant physical activity discourse in PEH, works to legitimise what is regarded as “normal” and “true” learning objectives in school-based friluftsliv. An alternative reading, using becoming-place as a critical lens, challenges the current people-centred notion of friluftsliv as a learning area in PEH curriculum. Furthermore, becoming-place offer possibilities for reconceptualising school-based friluftsliv to better respond to vision of the Swedish curriculum.

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