Learning with fire, water and sun: A post-qualitative inquiry into Swedish friluftsliv education

Abstract

Aim: The aim of this study was to empirically investigate the emerging material-discursive entanglements between humans and more-than-humans within Swedish friluftsliv education, and argue for the ways in which these create didactical and pedagogical opportunities for teachers and students to contribute to a more sustainable world.

Theory: The research was theoretically framed within a new materialist ontology focusing on the entanglement between matter and meaning and the configuration of phenomena as material-discursive (Barad, 2007). This was put in conversation with educational perspectives such as Dewey’s (1938/2015) theory of experiential learning, Marton’s (2015) variation theory, and Wals’ (2012) concept of post-normal learning. Method: A post-qualitative approach was used to experimentally and participatory create empirical material through a school visit to a friluftsliv course at a Swedish folk high school. The material was analysed by means of tracing, diffractive, and rhythm analysis.

Results: The study empirically showed how Swedish friluftsliv education, by being set outdoors in an environment rich in material-discursive entanglements, can create a space for learning with the more-than-human world. By allowing students to experience these entanglements in doing and not just talking about, it can enable an embodied understanding of the complex relations between humans and more-than-humans. This can in turn challenge the human/nature divide and inspire to a more respectful behaviour towards the “others” of the world, as well as a humble view of what it means to be human.