Summary
Contents
Subject index
Forest School continues to grow and develop, both in the UK and internationally. Literature and research in the field tend to document this growth, while this book takes a novel approach to the Forest school conversation, taking a critical look at the various tensions and difficulties that surround Forest School practice. The editors, together with chapter authors drawn from the fields of academia and practice, form an experienced voice, encouraging the reader to reflect upon, question and explore complex areas of Forest School practice.
When Forest School Isn’t Forest School
When Forest School Isn’t Forest School
Chapter Aims
In this chapter I aim to:
- Explore and discuss the principles of Forest School (FS)
- Assess some of the perennial challenges in enacting FS
- Evaluate how context affects practices
- Discuss the impact of tokenism
Keywords:
principles, practice challenges, setting context, culture, tokenism, aims and purpose
Introduction
A while back, I had an enlightening conversation with my eight-year-old god-daughter. She said that she hated going to Forest School (FS), because it was so boring. As far as she experienced it, all that happened was that the adults told her what not to do, which comprised a long list of actions and behaviours. This girl didn’t see what all the fuss was about and simply wanted to ...
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