The power dynamics of pristine wellies: Educator perspectives on inclusive teaching and learning opportunities within school-based outdoor learning in South Wales

Aspinall, Rachel 2024. The power dynamics of pristine wellies: Educator perspectives on inclusive teaching and learning opportunities within school-based outdoor learning in South Wales. DEdPsy Thesis, Cardiff University. Item availability restricted.

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Abstract

This thesis presents an exploration of educator perspectives on the understanding and application of Inclusive Teaching and Learning Practices (ITLP) within School-Based Outdoor Learning (SBOL). Research is informed by contemporary rights-based legislation and prominent psychological theories that relate to experiential learning, psychological wellbeing, and the needs of children and young people (CYP). Emphasis is placed on exploring the phenomenon of inclusive SBOL in relation to the UK role of Educational Psychologists (EPs), taking account of the specific context of Wales. The thesis report is comprised of three main sections: a narrative scoping review; an empirical research paper; and a reflective account. Main findings indicate that inclusive SBOL should be a priority consideration for educators, EPs, and future legislation, as it has the potential to support all pupils in their holistic development. However, without adequate support the outdoor environment may compound exclusionary narratives and hidden discrimination in UK schools. Semi-structured interviews conducted with Outdoor Leaders (ODLs) and Classroom Educators (CEs) in South Wales highlighted the tensions experienced within practice which appear to be based upon underpinning combinations of values and relational beliefs. This thesis provides evidence that Finkelstein’s (2021) model of inclusive teaching components offers a useful framework through which educator competency in ITLP practices can be understood and developed. From the results, a Reflective Framework of ITLP in SBOL is proposed to build upon Finkelstein’s model and facilitate EP practice in supporting rights-based inclusion within schools.

Item Type:	Thesis (DEdPsy)
Date Type:	Completion
Status:	Unpublished
Schools:	Psychology
Subjects:	B Philosophy. Psychology. Religion > BF Psychology
Date of First Compliant Deposit:	30 September 2024
Last Modified:	30 Sep 2024 15:54
URI:	https://orca.cardiff.ac.uk/id/eprint/172482

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