Becoming a Place-Responsive Practitioner: Exploration of an Alternative Conception of Friluftsliv in the Swedish Physical


  • Jonas Mikaels The Swedish School of Sport and Health Sciences



friluftsliv, place-responsive, curriculum, educational, Deleuze


This study explores the educational potential of a place-responsive pedagogy to teaching and learning in friluftsliv within the Swedish physical education and health (PEH) curriculum. The study draws on qualitative empirical materials from a yearlong research project, together with a group of high school PEH teachers working in seventh through ninth grade. Following Deleuze and Guattari (1987), this study employed the concept of becoming-place as an analytical tool in exploring modes of thinking and doing school-based friluftsliv. The findings suggest that the current understanding of friluftsliv as curriculum, perceived as outdoor leisure and recreation, limits teachers’ use of school-based friluftsliv. The key finding of this study is that a place responsive pedagogy can enable teachers to work within school-based friluftsliv in new and innovative ways and to engage in cross-curricular teaching and learning initiatives more locally.

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