Description
Book SynopsisForest School continues to grow and develop, both in the UK and internationally. Literature and research in the field tend to document this growth, while this book takes a novel approach to the Forest school conversation, taking a critical look at the various tensions and difficulties that surround Forest School practice.
The editors, together with chapter authors drawn from the fields of academia and practice, form an experienced voice, encouraging the reader to reflect upon, question and explore complex areas of Forest School practice.
Table of ContentsPart I: Mapping the Territory Chapter 1: When Forest School isn′t Forest School - Mel McCree Chapter 2: Challenge and compromise at Forest School - Helen Davenport Chapter 3: What does ′long-term′ mean at Forest School? - Mark Sackville-Ford Chapter 4: Forest School and progressive forms of education - Mark Sackville-Ford Part II: Navigating the ethos Chapter 5: Rethinking praise and competition at Forest School - Mark Sackville-Ford Chapter 6: Reflecting on multiple intelligences and learning styles - Mark Sackville-Ford Chapter 7: Behaviours that challenge at Forest School - Mark Sackville-Ford Chapter 8: A voice in the Forest - Helen Davenport Chapter 9: A School Perspective of Forest School - Elizabeth Irvin Part III: Furthering Practice Chapter 10: Transitions at Forest School - Leanne Connelly Chapter 11: Identities and genders at Forest School - Mark Sackville-Ford Chapter 12: The Impact of Fire at Forest School - Kelly Francis Horrocks Chapter 13: How safe is Forest School? - Lily Horseman Chapter 14: Aspects of training: a conversation - Lily Horseman & Mark Sackville-Ford
