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Critical Issues in Forest Schools
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Critical Issues in Forest Schools

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July 2019 | 216 pages | SAGE Publications Ltd

Forest 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.

 
Part I: Mapping the Territory
Mel McCree
Chapter 1: When Forest School isn't Forest School
Helen Davenport
Chapter 2: Challenge and compromise at Forest School
Mark Sackville-Ford
Chapter 3: What does 'long-term' mean at Forest School?
Mark Sackville-Ford
Chapter 4: Forest School and progressive forms of education
 
Part II: Navigating the ethos
Mark Sackville-Ford
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
Helen Davenport
Chapter 8: A voice in the Forest
Elizabeth Irvin
Chapter 9: A School Perspective of Forest School
 
Part III: Furthering Practice
Leanne Connelly
Chapter 10: Transitions at Forest School
Mark Sackville-Ford
Chapter 11: Identities and genders at Forest School
Kelly Francis Horrocks
Chapter 12: The Impact of Fire at Forest School
Lily Horseman
Chapter 13: How safe is Forest School?
Lily Horseman & Mark Sackville-Ford
Chapter 14: Aspects of training: a conversation

This text provides an up to date overview of what is happening in Forest School and how the varied implementation in settings is generating interesting dialogue.

Ms Clare Harris
Department of Education, Gloucestershire University
July 15, 2019

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Mark Sackville-Ford

Mark Sackville-Ford has a background as a teacher in mainstream primary schools before moving to work within the field of inclusion, particularly around ‘behaviour’. He founded and led BSS Forest School, working with a team of Forest School practitioners delivering sessions to local schools with a wide range of client groups on different sites. His projects have tended to work with older pupils who were at risk of exclusion. Mark holds the Level 4 Forest School qualification and has delivered training. He now works as a Senior Lecturer in Education at Manchester Metropolitan University where he is interested in the theoretical aspects of... More About Author

Helen Davenport

Helen Davenport has worked in the Early Years sector for twenty years, as a Foundation Stage Leader, Deputy Head and currently as a Senior Lecturer at Manchester Metropolitan University in Childhood Studies. She has previously been engaged in research that explores the nature of students' reflective writing and young children's talk and 'chatter'. Helen is passionate about the benefits of outdoor learning and Forest School and enjoys taking her Early Years students to Forest School sessions and enabling them to experience this approach first hand. Her current academic interests include the pedagogies and practices that stem from Forest... More About Author

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ISBN: 9781526464453
£85.00