This presentation takes general view of understanding outdoor education in New Zealand. This is seen from an outsider's perspective and is compared with "friluftsliv" in Denmark and the Nordic countries.
Analysing and understanding one's culture is never easy, and the main challenge is to focus on and question everyday phenomena which seem natural and that reproduce one's own perspective. Cultural analysis and the analysis of social configurations together with a comparative cultural perspective form the research approach. .
The presentation is based on a comparative and qualitative case study (Ragin, 1992) of friluftsliv in Denmark and outdoor education in New Zealand. Friluftsliv and outdoor education are understood as socio-cultural constructs which develop and differ in time and space. The theoretical framework is based on ethnological cultural analysis (Ehn & Lofgren, 1982, 2008) combined with the theory and analysis of configurations (Eichberg, 2001), using interviews with leaders and participants (Kvale, 1994) and a series of observations of practise (Spradley, 1980).
The study points out central cultural characteristics in outdoor education in New Zealand according to time, space, energy and personal relationships.
OE in New Zealand seems focused on action, risk and challenge with personal development as the central pedagogical goal. There seems to be a general search for effectiveness and functionalism and a special relationship to land and nature with both functionalism and personal relationships linked to identity. Masculine values are dominant and outdoor education in New Zealand can generally be understood as a reproduction of political ideas and values in society.
Friluftsliv in Denmark is traditionally closely linked to similar traditions in Sweden and Norway (Tordsson, 1993). However in Denmark today we are experiencing more complexity of forms and settings within outdoor education (Andkjær 2005) with simple life in nature (enkelt friluftsliv) and adventure being two dominant trends. The study identifies differences as well as similarities between the cultures of friluftsliv and outdoor education and discuss the results using theories of late modernity (Giddens 1994, Beck 1992).
|Titel||Outdoor education research and theory: critical reflections, new directions : Conference proceedings|
|Forlag||La Trobe University|
|Status||Udgivet - 2009|
|Begivenhed||The Fourth International Outdoor Education: Outdoor education research and theory: critical reflections, new directions - Beechworth, Victoria, Australien|
Varighed: 15. apr. 2009 → 18. apr. 2009
|Konference||The Fourth International Outdoor Education: Outdoor education research and theory: critical reflections, new directions|
|Periode||15/04/2009 → 18/04/2009|
- friluftsliv, kulturanalyse, komparative perspektiver