McCree PU phd pres mar14 small
description
Transcript of McCree PU phd pres mar14 small
Practitioner experiences of Forest School
Research findings
© Mel McCree, 2014 for OELRES network
Overview• Research study
• Paradigms & Methodology
• Mapping the journeys
• Eco-social ID & training
• Shared Space encounters
• Connector role
Practitioner experiences of Forest School
Qualitative ethnographic case studies over 2 years.
Questioning how the practitioners experience...
the impact of training?
internal
and external
influences on
role?
and adapt
in response to
experiences?
Case Study
Constant comparative
method
Social interaction
theoryecosystemic perspective
constructivist pedagogy
affective & relational
geographypost structuralist
Paradigms & Methodology
Participants8 practitioners:
• 3 in nurseries (EYPs)
• 2 in primary schools (TA & student vol)
• 1 in env ed centre (ed manager)
• 1 in home ed (parent vol)
• 1 in play work (LA service manager)
FS Principles in brief• long-term process
• natural wooded environment
• relationship with the natural world
• holistic development
• supported risks
• professional practice
• learner-centred & play processes
Mapping the journeysthe challenge of representing the non-representational...
subjective experience
fleeting relational affects
deconstruct to reconstruct
decide to divide & border
new patterns emerge
Ant’s journey
FS training
re-connects outdoors
seeking new experiences
passionindoor childhood tech generation pedagogy
crossroads! choose both
travel
woodwork
hope, surprise, affirmation
dystopic sadness fears wishy
washy theory
odd one out FS
placementideals
compromised, critical questions
integration:
study to
transf
orm
system
retreatsgives up on coursework
included
only male
fear & loss... of time, space,
childhood, opportunity, nature, the future ...
generational change
professional purpose
affective choices to train
personal mission
‘contagious attitude’
Chawla, 2006)early experience
Ongoing lifeline
ESI before training
ESI after training
Shared Spacebetween adults, children and environments
How is the space shared? Who or what has agency?
What is child-centred, nature-centred practice?
original template
Ongoing lifeline
Shared Space lifelines
Moose’s encounter
SS planning modelAn interesting comparison
!
An attempt to change participant agency by changing the structure.
!
Challenges: If not everyone acts equally,
chaos can ensue! ‘reconciling people, places and transport’ (Hamilton-Baillie, 2001)
Connector role
before
after
adult-to-adult
interactionadult taking child to env
‘It’s a constant battle’
‘on the same wavelength’
‘just being still and silent’ ‘let go, let them be’
‘I subvert my status to play’
‘conscious choices’ in dis/connections with mainstream
‘attracted to getting distracted’
impact
impact
‘practical AND affective
skills’
Context outcomes
FS in collaboration• role in connection to others in setting
• shared access to resources and sites
• skill sharing
• contribute to creating best practice
• local economy & local networks of social solidarity
• national collective voice & advocacy
Extremes of collaboration
Stag-headed tree (Rackham, 1990:13)Connector tree (McCree, 2013)
Forest School Light• compromised practice: tokenistic, isolated
• values in conflict - at odds with setting
• reduced length, choice, biodiversity, risk, play
• pragmatic choices: ‘a way in’
• ‘we can’t afford the full version’
• ‘we don’t have enough time’
• ‘we can’t go to the woods’
• ‘we need activities, we can’t just play’
Whole FS• ‘Full fat’ or ‘whole grain’
• supportive conditions
• FS Principles: all elements in place
• values reflected in action
• whole team: connected to setting
• transformative potential
• culture change
Practitioner implications•A wider situated role
•Practitioner support; finding help & allies
•Solo training can contribute to isolation in team
•Critical reflection, to explore self and nurture resilience
•Whole team approach: shared space, shared agency
•Whole FS or FS Light? Destructive potential of tokenism.
Overview• Research study
• Paradigms & Methodology
• Mapping the journeys
• Eco-social ID & training
• Shared Space encounters
• Connector role
• Implications
Suggestions?
Challenges?
Questions?
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References
!
• Hamilton-Baillie (2001) Home Zones: Reconciling People, Places and Transport. Published by Harvard University, Graduate School of Design. Loeb Fellowship.
• Rackham, O (1990) (2nd edn) Trees and Woodlands in the British Landscape. London: Butler and Tanner.