'It's Not for People Like (Them)': Structural and Cultural Barriers to Children and Young People Engaging with Nature outside Schooling

Autor/inn/en	Waite, Sue; Husain, Fatima; Scandone, Berenice; Forsyth, Emma; Piggott, Hannah
Titel	'It's Not for People Like (Them)': Structural and Cultural Barriers to Children and Young People Engaging with Nature outside Schooling
Quelle	In: Journal of Adventure Education and Outdoor Learning, 23 (2023) 1, S.54-73 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Waite, Sue)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1472-9679
DOI	10.1080/14729679.2021.1935286
Schlagwörter	Barriers; Cultural Influences; Natural Resources; Outdoor Education; Play; Leisure Time; Athletics; Exercise; Community Organizations; Adventure Education; Foreign Countries; Disadvantaged Youth; United Kingdom (England) + Suchen Sie Ihr Suchwort? Cultural influence; Kultureinfluss; Natural Ressource; Natürliche Ressource; Freiluftunterricht; Spiel; Freizeit; Leichtathletik; Übung; Adventure pedagogics; Abenteuerpädagogik; Erlebnispädagogik; Ausland; Benachteiligter Jugendlicher
Abstract	The UK Department for the Environment, Food and Rural Affairs (DEFRA) commissioned research into provision of opportunities that support children and young people's (CYP) engagement with natural environments outside school time to identify whether CYP from disadvantaged backgrounds access the opportunities available, the challenges to do so, and how provision might be optimised to improve engagement. We used mixed methods, including document review, interviews with national stakeholders, survey of local provision and local case studies with provider interviews and focus groups with CYP. We identified four categories of engagement: outdoor learning; play; improving the natural environment; sports and exercise, and three main provider types: environmental organizations; community groups; and adventure and residential education providers. Using conceptual frames of habitus and 'nature capital', we reflect on barriers that currently limit inclusive youth engagement with nature outside schooltime and suggest implications for the design of future opportunities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01