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Without Walls: A Discussion on the Place of Learning Outdoors in Primary Schools in England.

Pickering, Stephen (2017) Without Walls: A Discussion on the Place of Learning Outdoors in Primary Schools in England. In: Reflections on Primary Geography. The Register of Research in Primary Geography, 1 . Geographical Association, The Register of Research in Primary Geography, Sheffield, pp. 147-150. ISBN 978-0-9538154-5-6

[img] Text (Chapter in book: Catling, S. (Ed) (2017) Reflections on Primary Geography. The Register of Research in Primary Geography. Sheffield, Geographical Association)
Pickering Stephen - Without walls a discussion on the place of learning outdoors in primary schools in England. For Inst. book.docx - Accepted Version
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Text (Chapter in book: Catling, S. (Ed) (2017) Reflections on Primary Geography. The Register of Research in Primary Geography. Sheffield, Geographical Association)
Pickering Stephen - Without walls a discussion on the place of learning outdoors in primary schools in England. For Inst. book.pdf - Accepted Version

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Abstract

Learning outdoors in primary schools has gained traction over recent years in England, stemming from the Learning Outside the Classroom Manifesto (DFE/LOTC 2006) which emerged as a result of the introduction of a variety of outdoor learning philosophies and practice such as Forest Schools, which has developed steadily across England since its introduction to English schools in Somerset in the late 1980s (Knight, 2011). Recent research has highlighted the wealth of benefits that both pupils and teachers gain from regular learning activities in the natural environment (Waite, S., Passy, R., Gilchrist, M., Hunt, A. & Blackwell, I. 2016) and yet despite this complementary research reported that only 8 percent of children (aged 6-15) in England visited the natural environment with their schools in an average month during 2013-2015’ (Cutler, M. 2016). This chapter reviews outdoor learning praxis in a small range of countries to argue for a re-examination of the place of outdoor learning in England today. It argues that within a society that has developed through environmental injustice outdoor learning needs to develop with a balance between learning and the personal experience on one side and an ‘eco-relationship’ (Henderson, quoted in Henderson and Vikander, 2007) based on environmental respect on the other. For this revisionist move to be successful the idea that learning outdoors is an addition to a curriculum needs to be challenged. Learning outdoors needs to become ordinary for its true value to be realised.

Item Type: Book Section
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Presented at 20th Primary Geography Conference at the Charney Manor, Oxfordshire on 24th-26th February 2017.

Uncontrolled Keywords: learning outdoors, primary schools in England, location updating effect
Subjects: L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions: Academic Departments > Institute of Education
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Copyright Info: The Authors
Depositing User: Stephen Pickering
Date Deposited: 20 Apr 2017 11:11
Last Modified: 20 Apr 2017 11:11
URI: https://eprints.worc.ac.uk/id/eprint/5448

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