Theorising the Quiet Power of Forest School: A Posthuman Framing of Regular, Repeated, Unstructured Practice in Nature [Hardcover]

Preface

Introduction

Chapter 1: Why Forest School?

Chapter 2: Frequency: diffracting forest school through/with time

Chapter 3: Familiarity: diffracting forest school through/with space

Chapter 4: Freedom: diffracting forest school through/with matter

Chapter 5: Insights from an intra-relationship with nature

Chapter 6: Towards forest school finding its power

This highly novel volume reframes the popular, yet?sorely?under-theorised international education movement known as forest school, offering an interdisciplinary framework with which to set apart forest school from other outdoor education programmes and child-led pedagogies.?

This highly novel volume reframes the popular, yet sorely under-theorised international education movement known as forest school, offering an interdisciplinary framework with which to set apart forest school from other outdoor education programmes and child-led pedagogies.

By broadly defining forest school as regular, repeated, unstructured practice in nature, the book is able to link the established UK-centred understanding of the practice to other similar international movements that share the same Scandinavian-inspired principles, such as those in Germany, the United States, Canada, South Korea, and New Zealand, among others. Centred around three central pillars which demonstrate how forest school may be viewed through three alternative onto-epistemological lenses, chapters engage with data by writing diffractively through these three concepts and with the key posthuman, eco-philosophical, and new materialist theories that relate to them. The book ultimately argues that it is the forest itself  and the quiet intra-relationship that develops  which is the integral keystone of the practice of foresl³›