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Making the schoolyard: recess, recreation, play, and other pedagogical incentives to regulate outdoor school spaces in seventeenth- and eighteenth-century Sweden
Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies. (Historia med utbildningsvetenskaplig inriktning)
2018 (English)In: Making education: material school design and educational governance / [ed] Ian Grosvenor & Lisa Rosén Rasmussen,, Springer, 2018, p. 33-48Chapter in book (Refereed)
Abstract [en]

The present chapter examines early modern schooling in Sweden and more precisely how spatial conceptualizations of the outdoors (with regard to theuse of it for recess, physical activity, recreational play, and other educational activities) were accumulated in formal curricula. The chapter draws attention to the introduction and origins of ideas connected to the use of the outdoors,the link between outdoor activities and specific school subjects, and the influence of dominating discourses. Theoretically, it expands on a Lefebvrian understanding of the production of social space and on his analytical distinction between different dimensions in this process. The chapter argues that this emergence of the schoolyard as a concept in formal planning was connected to a 'pedagogization' of the outdoor environment, which in turn enforced the design of new rules of conduct and an extended thinking about school governance. The making of the schoolyard meant a reconfiguration of the temporal and spatial preconditions of schooling and an expansion of ambitions to regulate pupils' behaviour outside of the classroom walls.

Place, publisher, year, edition, pages
Springer, 2018. p. 33-48
Series
Educational Governance Research, ISSN 2365-9548 ; 9
Keywords [en]
Schoolyard, Space, Recess, Play, Pedagogy, Governing, Early modernity, Sweden
National Category
History and Archaeology
Research subject
history of education; History
Identifiers
URN: urn:nbn:se:umu:diva-152313DOI: 10.1007/978-3-319-97019-6_2ISBN: 978-3-319-97018-9 (print)ISBN: 978-3-319-97019-6 (electronic)OAI: oai:DiVA.org:umu-152313DiVA, id: diva2:1252635
Note

This book brings together the notions of material school design and educational governance in the first such text to address this critical interrelationship in any depth. In addressing the issue of governance through analysing current and historical material school designs, it looks at the intersection of politics, economics, aesthetics and pedagogical ideas and practices. More specifically, it explores and unfolds educational governance as it is constituted, materialized and transformed in and through material school designs. It does so by studying a range of issues: from the material and aesthetic language of schooling to the design of the built environment, from spatial organization to the furnishing and equipment of classrooms, and from technologies of regulation to the incorporation of tools of learning. 

The book presents examples from Europe, Latin and Central America and the United States, and relates to the past, present and future of governance and school design. It focuses on design processes and on designers/architects and people involved in the planning of school design, as well as on school leaders, teachers and pupils adopting, inhabiting and re-shaping them in everyday school life. Furthermore, the book discusses how to study governance by material school design, and how to act upon governance by material design on wishful, actual and ethical terms.

Available from: 2018-10-02 Created: 2018-10-02 Last updated: 2019-05-29Bibliographically approved

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Norlin, Björn

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Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
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Language
  • de-DE
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  • en-US
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  • nn-NB
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  • Other locale
More languages
Output format
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  • asciidoc
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