Everywhere and nowhere: an investigation into the loci of facilitative influence on the learning experience of primary children at an outdoor centre

Hewlett, Sean (2007) Everywhere and nowhere: an investigation into the loci of facilitative influence on the learning experience of primary children at an outdoor centre. Masters dissertation, University of Cumbria. Item availability may be restricted.

PDF - Accepted Version Restricted to Registered users only Available under License CC BY-NC Download (330kB)

Abstract

As a teacher there is a need to understand the process through which learning and development occurs. This research project represents a response to my growing perception that the most valuable and potent learning occurs outside the limit and extent of the teacher's range and control. This research, undertaken through the adoption of an ethnographic methodology that utilises a phenomenological approach, seeks to examine the construct of the learning relationship between teacher, learner, learning group and place in an attempt to establish and evaluate the loci of facilitative influence. Participant observation of a group of year 5 and 6 learners engaged in a residential outdoor learning experience was undertaken over a two month period. A subsequent textual analysis, of the field notes and digital imagery produced, was triangulated through discussion with visiting teachers and colleagues. The presence of learners with autistic behaviours in many learning groups enriched the research process and highlighted and challenged differing aspects of the dynamics of the learning process. Political and cultural influence and oppression, the facilitative authority of the individual and the group, and the potency of the learning space are all revealed to have significant impact upon the nature of the learning process. The range of facilitative influences proved more potent and varied than expected and comprehension of their effect has led to the creation of a dialogic process and an associated vocabulary with which to begin to develop a refined, consultative pedagogy.

Item Type:	Thesis/Dissertation (Masters)
Departments:	Academic Departments > Science, Natural Resources & Outdoor Studies (SNROS) > Outdoor Studies
Additional Information:	Dissertation submitted in part fulfilment for the degree of M.A. in Development Training, St. Martin’s College, Lancaster, UK, June 2007.
Depositing User:	Anna Lupton
Date Deposited:	24 May 2018 14:45
Last Modified:	11 Jan 2024 19:45
URI:	https://insight.cumbria.ac.uk/id/eprint/3853