Transcending CIDIO (Can I Do It Outside?): an (auto) ethnographic case study of designing a progressive primary school curriculum that embraces outdoor learning as a pedagogical approach

Ager, Jennifer (2018) Transcending CIDIO (Can I Do It Outside?): an (auto) ethnographic case study of designing a progressive primary school curriculum that embraces outdoor learning as a pedagogical approach. Masters dissertation, University of Cumbria. Item availability may be restricted.

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Abstract

This study demonstrates how a Can I Do It Outside? (CIDIO) approach can be transcended; illustrated through the experiences of the sample school. The aspiration of the approach is to replace isolated, disconnected outdoor experiences, with connected, meaningful encounters where outdoor learning is used as a pedagogical approach in lessons across a whole curriculum within a primary school. The research draws on data collected over a full academic year involving the whole school community; including surveys, dialogical interactions and focused professional development. It presents the challenges raised and overcome. The purpose is to provide a narrative as a useful model that could be replicated elsewhere by illustrating the experiences of the school. Positive effects from the study are demonstrated that lead to an emerging, progressive school curriculum. Furthermore, findings nearing the end of an academic year are discussed in terms of personal agency, community, autonomy and pedagogy, using an (auto) ethnographic approach. Recognition of bias and objectivity as a participant researcher is considered when acknowledging that CIDIO has been transcended. It is conceded that not all schools have access to high quality outdoor spaces, however by: championing the outdoors; motivating staff and allocating time for professional development; challenges encountered in any school can be successfully confronted. The compelling findings of this research have wider applications than the sample school; indicative by requests to the researcher from other educational establishments pursuing professional advice and guidance. This timely research fits with current aims in government policy (DEFRA, 2018), which seek to achieve frequent, progressive outdoor experiences for all, particularly children and young people, and substantiates the importance of sharing narratives that exhibit good practice.

Item Type: Thesis/Dissertation (Masters)
Departments: Outdoor Studies
Additional Information: Dissertation presented in part fulfilment of the requirements of the Degree of Master of Arts in Outdoor and Experiential Learning, University of Cumbria, 2018.
Depositing User: Anna Lupton
Date Deposited: 14 Nov 2019 10:53
Last Modified: 14 Nov 2019 10:53
URI: http://insight.cumbria.ac.uk/id/eprint/5237

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