Discourses of the school playground

Author(s):

Hans Petter Ulleberg

Conference:

ECER 2009

Network:

17. Histories of Education

Format:

Paper

Session Information

17 SES 03, Educational spaces

Paper Session

Time:

2009-09-28

14:00-15:30

Room:

HG, HS 34

Chair:

Helena Ribeiro de Castro

Contribution

This paper presents a historical and theoretical study of the school playground. In what ways has the school playground been presented as a place for educational activity in the Norwegian primary school? The general meaning of place in education is critically discussed and special attention is given to the significance of the school playground as a place for children and educational activity. The school playground is analysed and discussed theoretically by use of poststructuralist perspectives (Foucault) on the relation between children, education and place. I undertake a closer examination of the educational intentions and educational policies as expressed in a selection of central national documents of school politics, and further examines how the languages of these texts constitute the school playground as a place for educational activities. These texts tell us that the presentations of the school playground have developed from emphasizing the break time and recess function to emphasizing educational and learning aspects. There is also focus on the significance of arranging and organizing the outdoor facilities to supply children’s different forms of play and their need for physical activity. Play and activity are to a large extent seen in relation to children’s cognitive and physical development, which give grounds for the governing of children’s outdoor activities and facilitate for certain forms of play and productive activities. Since the 1970’s the educational aspects of the school playground are strengthened. The paper outline why we can understand the school playground as an extensive place, a place that shall serve many, local and national, functions and visions. This is a trend in many European countries.

Method

Text and discourse analysis of national curriculums and policy papers

Expected Outcomes

The analyses of the policy documents and national curriculums conclude with three ideas sweeping the history of the school playground; play, learning and physical activity. These three ideas express, and are interwoven with, certain historically located discourses of the school playground. These discourses can further be related to certain educational discourses, to politics of education and discourses of childhood and adolescence.

References

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Author Information

Hans Petter Ulleberg

Norwegian University of Science and Technology (NTNU)

Department of Education

Trondheim

158

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