A cultural and comparative perspective on outdoor education in New Zealand and friluftsliv in Denmark

Research output: Contribution to journalJournal articleResearchpeer-review

323 Downloads (Pure)

Abstract

The paper is based on a comparative and qualitative case study of friluftsliv in Denmark and outdoor
education in New Zealand. Cultural analysis with a comparative cultural perspective informed the
research approach. Configurational analysis was used as an important supplement to focus on cultural
patterns linked to bodily movement. It is argued that outdoor education in New Zealand is
focused on action, risk and challenge, with personal development as the central pedagogical goal.
There seems to be a general search for effectiveness and a special relationship to land and nature with
both functionalism and personal relationships linked to identity. Outdoor education in New Zealand
can generally be understood as a reproduction of political ideas and values in western liberal societies.
Friluftsliv in Denmark exhibits complexity of forms and settings within outdoor education,
with simple life in nature and adventure being two dominant trends. The study identifies differences
as well as similarities between the cultural expressions of friluftsliv and outdoor education in
New Zealand and discusses the results using theories of late modernity.
Original languageEnglish
JournalJournal of Adventure Education and Outdoor Learning
Volume12
Issue number2
Pages (from-to)121-136
Number of pages16
ISSN1472-9679
DOIs
Publication statusPublished - 2012

Cite this

@article{444b2080a38e4d2db7d6de0826b38555,
title = "A cultural and comparative perspective on outdoor education in New Zealand and friluftsliv in Denmark",
abstract = "The paper is based on a comparative and qualitative case study of friluftsliv in Denmark and outdooreducation in New Zealand. Cultural analysis with a comparative cultural perspective informed theresearch approach. Configurational analysis was used as an important supplement to focus on culturalpatterns linked to bodily movement. It is argued that outdoor education in New Zealand isfocused on action, risk and challenge, with personal development as the central pedagogical goal.There seems to be a general search for effectiveness and a special relationship to land and nature withboth functionalism and personal relationships linked to identity. Outdoor education in New Zealandcan generally be understood as a reproduction of political ideas and values in western liberal societies.Friluftsliv in Denmark exhibits complexity of forms and settings within outdoor education,with simple life in nature and adventure being two dominant trends. The study identifies differencesas well as similarities between the cultural expressions of friluftsliv and outdoor education inNew Zealand and discusses the results using theories of late modernity.",
author = "S{\o}ren Andkj{\ae}r",
note = "Version of record first published: 18 Jan 2012",
year = "2012",
doi = "10.1080/14729679.2011.643146",
language = "English",
volume = "12",
pages = "121--136",
journal = "Journal of Adventure Education and Outdoor Learning",
issn = "1472-9679",
publisher = "Heinemann",
number = "2",

}

A cultural and comparative perspective on outdoor education in New Zealand and friluftsliv in Denmark. / Andkjær, Søren.

In: Journal of Adventure Education and Outdoor Learning, Vol. 12, No. 2, 2012, p. 121-136.

Research output: Contribution to journalJournal articleResearchpeer-review

TY - JOUR

T1 - A cultural and comparative perspective on outdoor education in New Zealand and friluftsliv in Denmark

AU - Andkjær, Søren

N1 - Version of record first published: 18 Jan 2012

PY - 2012

Y1 - 2012

N2 - The paper is based on a comparative and qualitative case study of friluftsliv in Denmark and outdooreducation in New Zealand. Cultural analysis with a comparative cultural perspective informed theresearch approach. Configurational analysis was used as an important supplement to focus on culturalpatterns linked to bodily movement. It is argued that outdoor education in New Zealand isfocused on action, risk and challenge, with personal development as the central pedagogical goal.There seems to be a general search for effectiveness and a special relationship to land and nature withboth functionalism and personal relationships linked to identity. Outdoor education in New Zealandcan generally be understood as a reproduction of political ideas and values in western liberal societies.Friluftsliv in Denmark exhibits complexity of forms and settings within outdoor education,with simple life in nature and adventure being two dominant trends. The study identifies differencesas well as similarities between the cultural expressions of friluftsliv and outdoor education inNew Zealand and discusses the results using theories of late modernity.

AB - The paper is based on a comparative and qualitative case study of friluftsliv in Denmark and outdooreducation in New Zealand. Cultural analysis with a comparative cultural perspective informed theresearch approach. Configurational analysis was used as an important supplement to focus on culturalpatterns linked to bodily movement. It is argued that outdoor education in New Zealand isfocused on action, risk and challenge, with personal development as the central pedagogical goal.There seems to be a general search for effectiveness and a special relationship to land and nature withboth functionalism and personal relationships linked to identity. Outdoor education in New Zealandcan generally be understood as a reproduction of political ideas and values in western liberal societies.Friluftsliv in Denmark exhibits complexity of forms and settings within outdoor education,with simple life in nature and adventure being two dominant trends. The study identifies differencesas well as similarities between the cultural expressions of friluftsliv and outdoor education inNew Zealand and discusses the results using theories of late modernity.

U2 - 10.1080/14729679.2011.643146

DO - 10.1080/14729679.2011.643146

M3 - Journal article

VL - 12

SP - 121

EP - 136

JO - Journal of Adventure Education and Outdoor Learning

JF - Journal of Adventure Education and Outdoor Learning

SN - 1472-9679

IS - 2

ER -