Show simple item record

dc.contributor.authorGrindheim, Liv Torunn
dc.contributor.authorHanne Værum, Sørensen
dc.contributor.authorAngela, Rekers
dc.contributor.editorGrindheim, Liv Torunn
dc.contributor.editorSørensen, Hanne Værum
dc.contributor.editorRekers, Angela
dc.identifier.citationGrindheim, L. T., Sørensen, H. V., & Rekers, A. (2021). Outdoors and nature in pedagogical practices and in cultural historical theory. In L. T. Grindheim, H. V. Sørensen, & A. Rekers (Eds.), Outdoor learning and play: Pedagogical practices and children’s cultural formation (pp. 1–21). Cham: Springer International Publishing.en_US
dc.description.abstractDespite the increasing awareness of the outdoors as a beneficial site for young children’s education, the status of outdoor activities varies in and within different cultures. Aiming to broaden and challenge presupposed understandings of education and care in the outdoors, we consider the empirical findings from all the chapters in this volume in order to identify a range of conditions for cultural formation in outdoor practices both within and between different cultures. Building on Mariane Hedegaard’s approach to cultural historical theory and Ødegaard and Krüger’s approach to cultural formation, our analysis is performed by identifying conflicts and alignments between the values and motive orientations of the individual and those interpreted from the contextual conditions and demands of institutions and society, particularly in relation to the perception of nature. In doing so, we depict how culture and nature are interrelated from a socio-cultural perspective, and argue that perceptions of nature shaped by institutions and society play a significant role creating conditions for cultural formation. The opportunity for play, learning and cultural formation in nature appears rich within all the represented cultural spaces described in this volume, although whether these opportunities are supported consistently within wider mainstream culture is regarded as an area of tension in some chapters. Based upon our analysis, we suggest that both pedagogical practices and cultural historical theory need to take the outdoors and nature into consideration when emphasising pedagogical practices for children’s play, learning and cultural formation.en_US
dc.relation.ispartofOutdoor Learning and Play Pedagogical Practices and Children's Cultural Formation
dc.rightsNavngivelse 4.0 Internasjonal*
dc.subjectcultural formationen_US
dc.subjectcultural- historical theoryen_US
dc.subjectearly childhood education and careen_US
dc.titleOutdoors and Nature in Pedagogical Practices and in Cultural Historical Theoryen_US
dc.typePeer revieweden_US
dc.rights.holder© The Author(s) 2021en_US
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280en_US
dc.relation.projectNorges forskningsråd: 275575en_US

Files in this item


This item appears in the following Collection(s)

Show simple item record

Navngivelse 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse 4.0 Internasjonal