The course explores how physical education, friluftsliv/outdoor life, disability and difference have been covered historically, culturally and by society. The course focuses on discussions, values, educational context and context of experience regarding 'location/place', 'time' and 'space', 'indoors' and 'outdoors'. The course consists of two parts: Discourses and Values (5 credits) and Educational Context and Context of Experience (5 credits). The course covers discourses and values in an institutional setting regarding policy making, culture and society, as well as ethical issues, conflict of values and power structures. In addition, the course explores how people with different qualifications experience, are influenced by and impact on contexts, and how various contexts have been defined culturally and theoretically and made available/unavailable for the individual and groups. The course is taught in English.

Knowledge
The students should be familiar with core discourses and key conflicts of values and power structures in different contexts of experience.
The students should know how people are influenced by and impact on location and space, indoors and outdoors and how these interchanges are regarded in a historical and cultural perspective.

Skills
The students must be able to identify and analyze discourses and values in different practical contexts.
The students must be able to analyze and discuss how location/place and space have been defined, applied, changed, valued and experienced.

General Knowledge
The students must be able to present and discuss conflicts of values and power structures in relation to policy making and practical contexts.

 The course consists of lectures, individual work, group work and master's seminar. The students must show initiative during the course and master's seminar. The students shall complete an individual analysis of supplementary literature on a relevant topic. 

The students will work on four texts to be included in the course folder. Individual essay (3000 words) based on supplementary literature. Graded A-F.

1 BOOK:
Roberts, J. W. (2012). Beyond learning by doing: Theoretical currents in experiential education. New York: Routledge.
* You will find the book in the Library here: ORIA
** The book is also available to read online: Click here to download.
*** You can also buy it at Akademika Book Store, at University of Oslo.


1 DIGITAL COMPENDIUM:
Gurholt, K. P. (Ed.). (2016). MA431: Policy making and practical context: Spring 2017. (Digital compendium). Oslo: Norges idrettshøgskole.
* This PDF is available through Fronter.

The reference list for the Digital Compendium, in APA-style:
PART 1: Discourse and values:
Kjørholt, A-T. (2013). Childhood studies: The ethics of an encounter: Reflections on research with children in different cultural contexts. In: H. Fossheim (Ed.), Cross-cultural child research: Ethical issues. (pp. 17-44). Trondheim: Senter for barneforskning.

Rogers, R. (Ed.). (2004). Critical approaches to discourse analysis in educational research. In: R. Rogers (Ed.), An introduction to critical discourse analysis in education (2nd ed.). (pp. 1-20). New York: Routledge.

Standal, Ø. F. (2015). Inclusion and difference: A phenomenological perspective. In: Ø. F. Standal, Phenomenology and pedagogy in physical education. (pp. 122-137). London: Routledge.

Welsch, W. (1999). Transculturality – the puzzling form of cultures today. In: M. Featherstone & S. Lash (Eds.), Spaces of culture: City, nation, world. (Theory, culture & society). (pp. 194-213). London: Sage.

PART 2: Educational Context and Context of Experience:
Eichberg, H. (2010). Outdoor activities and landscaping: Understanding natures in the plural. In: H. Eichberg (Ed.), Bodily democracy: Towards a philosophy of sport for all. (pp. 80-101). London: Routledge.

Gibson, J. J. (1986). Introduction. In: J. J. Gibson, The ecological approach to visual perception. (pp. 1-4). Hillsdale: Lawrence Erlbaum.

Gibson, J. J. (1986). The animal and the environement. In: J. J. Gibson, The ecological approach to visual perception. (pp. 7-15). Hillsdale: Lawrence Erlbaum.

Gibson, J. J. (1986). The theory of affordance. In: J. J. Gibson, The ecological approach to visual perception. (pp. 127-143). Hillsdale: Lawrence Erlbaum.

Pink, S. (2009). Principles of sensory ethnography: Perception, place, knowing, memory and imagination. In: S. Pink, Doing sensory ethnography. (pp. 23-43). London: Sage.

Tuan, Y-F. (1977). Experiential perspective. In: Y-F. Tuan, Space and place: The perspective of experience. (pp. 8-18). Minneapolis: University of Minnesota Press.

Tuan, Y-F. (1977). Introduction. In: Y-F. Tuan, Space and place: The perspective of experience. (pp. 3-7). Minneapolis: University of Minnesota Press.

Tuan, Y-F. (1977). Space, place, and the child. In: Y-F. Tuan, Space and place: The perspective of experience. (pp. 19-33). Minneapolis: University of Minnesota Press.

Wattchow, B. & Brown, M. (2011). The case for place. In: B. Wattchow & M. A. Brown, A Pedagogy of place: Outdoor education for a changing world. (pp. 51-76). Monash University Publishing.


14 ELECTRONIC ARTICLES:

Atkinson, M. (2010). Entering scapeland: Yoga, fell and post-sport physical cultures. Sport in Society, 13(7/8), 1249-1267. http://dx.doi.org/10.1080/17430431003780260
* This article is available online: Click here to download

Green, K., Thurston, M. & Vaage, O. (2014). Isen’t it good, Norwegian wood? Lifestyle and adventure sports participation among Norwegian youth. Leisure Studies, 34(5), 529-546. http://dx.doi.org/10.1080/02614367.2014.938771
* This article is available online: Click here to download

Gruenewald, D. (2008). The best of both worlds: A critical pedagogy of place. Environmental Education Research, 14(3), 308-324.
* This article is available online: Click here to download

Gurholt, K. P. & Sanderud, J. (2016). Curious play: Children’s exploration of nature. Journal of Adventure Education and Outdoor Learning, 16(4), 318-329. http://dx.doi.org/10.1080/14729679.2016.1162183
* This article is available online: Click here to download

Noble, G. & Watkins, M. (2003). So, how did Bourdieu learn to play tennis? Habitus, consciousness and habituation. Cultural Studies, 17(3/4), 520-538. DOI: 10.1080/0950238032000083926
* This article is available online: Click here to download

Sandseter, E. B. H. (2009). Characteristics of risky play. Journal of Adventure Education and Outdoor Learning, 9(1), 3-21. DOI:
10.1080/14729670802702762
* This article is available online: Click here to download


KJERNELITTERTUR PÅ NORDISK:
UTDRAG FRA 1 BOK, mer enn 15 % av boka:
Vestergaard Madsen, B., Jensen, J. O. &  Højbjerre Larsen, S. (2013). Bevægelse i rum og rammer. (Forum for idræt). Odense: Syddansk universitetsforlag.
Side 9-20, 63-76 og 121-130 skal leses:
* Boka finner du til lån i biblioteket her: ORIA

2 ELEKTRONISKE ARTIKLER:

NB! For å åpne elektroniske artikler når du ikke er på campus må du logge deg på hjemmefra via VPN: Klikk på denne lenken.

Nordtømme, S. (2015). En teoretisk utdyping av rom og materialitet som pedagogisk ressurs i barnehagen. Tidsskrift for Nordisk BarnehageForskning, 10(4), 1-14.
* Artikkelen finnes online: Klikk på denne lenken. 

Sanderud, J. R. & Gurholt, K. P. (2014). Barns nysgjerrige lek i natur: Utforskende dannelse. Nordic Studies in Education, 34(1), 3-20.
* Artikkelen finnes online: Klikk på denne lenken.